Illumination Assessment of Second Floor of St.

Raymond Peñafort Building of Colegio de San Juan

de Letran - Manila
EE513L – Illumination Design Engineering Lab (Experiment No. 1)

Espanto, R. R. and Quesea, O. W. J.

College of Engineering and Information Technology
Colegio de San Juan de Letran
Manila, Philippines
raymart.espanto@letran.edu.ph, orvenwinstarces.quesea@letran.edu.ph
Abstract—abstract here
Keywords—keywords;lang;dito
I. INTRODUCTION
Lighting greatly affects the human’s mood and
performance. There is a need of proper lighting in order to
increase one’s comfort and productivity.
There are different lighting systems that can be used
depending in the purpose and the area to be lit. it can be
general lighting, task lighting, accent lighting and many
more.
Poor lighting or excessive lighting have negative effect
one’s safety and health. Thus, proper lighting is a need in
every establishment. Therefore, the researchers chose to
evaluate the lighting system of 2nd floor of St. Raymond
Peñafort Building where it houses the offices and some
classrooms of Basic Education Department of the Colegio de
San Juan de Letran.
A. Background of the Study
Lighting standards concerns the principle design,
placement and installation of fixtures, and the nature of
workplace. Proper lighting is essential to optimize the mood
and performance of people using the workplace [1].
A workplace can be said that it has good lighting when it
has sufficient light at the visual task, good uniformity of
lighting over the task area, balanced luminous distribution
throughout the room, good color rendering, lighting
installation without glare, appropriate light color, and
lightings without flicker. If these criteria were met, it can
improve the employee’s mood and performance [2].
People working in poor lighting may suffer eye strain that
could result to poor performance, which later on could lead
to serious damage to vision [2].
For this study, the lighting standard set by Illuminating
Engineering Society (IES) will be used to assessed the
chosen place in the Colegio.
B. Statement of the Problem
Lighting of an establishment is one of the most important
element of a good electrical design. Poor lighting can lead to
poor performance and can be hazardous to anyone using the
said establishment. Thus, the researchers seek to answer the
following question concerning the lighting system of the
selected place:
1. Does the existing lighting system comply with the
IES standards on illumination?
2. What could be the effect of the existing lighting
system to the occupants?
3. Is the existing lighting system appropriate for the
nature of activities of the said establishment?
C. Objectives
The main objective of this study is to assess the lighting
system of the second floor of St. Raymond Peñafort
Building. Specifically,
1. To model the floor plan and the lighting system of
the said establishment using DiaLUX Evo;
2. To measure the illumination level on different area
on the said place;
3. To identify if the lighting system adheres to the IES
standards; and
4. To apply the illumination concept in analyzing the
illumination result data.
D. Significance of the Study
Assessing the illumination of the said workplace is
important because that place houses the rooms of some
elementary students, thus, poor illumination may affect the
health of one student at a young age. Also, it gives us an
opportunity to identify poor illuminated area and recommend
changes that is compliant the IES standards.
E. Scope and Limitation
The study covers only the simulation of the modeled
floor design and lighting system of the chosen location and
assessing the place.
Assessment relies only on the calculated data provided by
the software used – DiaLUX Evo. Actual computation and/or
actual measurement of illumination is not included.
The fixtures used in the simulation are not the same
fixtures installed in the location due to the specifications
were unknown and it could be hardly identified. Thus,
fixtures used in the simulation is closely resemblance to the
actual fixtures used.
II. REVIEW OF RELATED LITERATURE
A. Illumination in Offices
The required accuracy of visibility is directly
proportional to the required illumination of illumination.
Tasks that focus on details such as drafting, designing and
other alike need higher illumination level than other
workplace [3].
Shadows and high-contrast patterns of light and dark
areas are undesirable because it will be harder for the eye to
adapt to two brightness values in the same space. Therefore,
local lighting of a small work area inside the office is not
recommended [4].
B. Accessibility of Office Files
Office files are often placed on the clerk's desk. This
enables easy access to the files and allows the general
overhead lighting to illuminate the desk, the faces of the
files, and the drawers. The general lighting system should
provide at least 300 lux on the work plane [5]
 Direct lighting should be placed above the place where Principal’s Office General Office
files are usually pace so that the downward light may Asst. Principal’s Office General Office
illuminate also the files in the drawer [5]. Chaplain’s Office General Office
Prefect of Discipline’s Office General Office

C. General Office Lighting Management Staff’s Area General Office

General offices are relatively large, wherein the space is Principal’s Office Waiting Area Waiting Room
usually utilized. This office spaces and furniture in it are Home Study Program (HSP) Room Teaching Space
usually subject to be rearrange during renovations or changes HSP Corridor Staff Room
in the office interior design, thus, the lighting layout should
Coordinator’s Room Staff Room
be symmetric. The luminaires should be between the desks to
minimize the glare. The occupant should face the end view Room 226 Teaching Space
of fluorescent-lamp luminaires which has the lowest Room 227 Teaching Space
brightness [6]. Computer Lab 1 Computer Room
Computer Lab 2 Computer Room
D. Computer Laboratories
Faculty Room Staff Room
The lighting of areas for design and technology should
have good lighting to avoid at work and the machines nearby. Hallway Corridor
It usually has a space to display the finished works, and it
should be well lit [7].
C. Illumination Standard Used
E. Corridors
The illumination standard used for this study is the
The corridors allow the students and employees to reach illumination standards set by IES. According to IES, the
various areas. It has to be functional so that the people could following are the illumination level required for specific
find their way easily and safely through the building. It rooms;
should also need to be visually stimulating. Also, it has to be
passable in case of emergency. It is recommended that an TABLE II
IES ILLUMINATION STANDARDS [9]
average illuminance of 80-12o lux be provided at floor level
Illumination Level
of the corridors [7]. General Building Area
(lx)
Corridors, Passageway, Staircase 150
F. Classrooms Entrance Halls, Lobbies, Waiting Rooms 150
Lighting in the classrooms impacts the student’s Rest Room 150
Laboratories 250 – 500
performance, and comfort. It is designed to supplement the
daylight. The use of direct lighting is advisable for this kind General Office with mainly Clerical Task 250 – 500
of rooms [8] and Typing Office
Computer Rooms 500
Drawing Rooms 500 - 1000
III. METHODOLOGY
Examination Halls, Seminar Rooms, 250 – 500
A. Method of Study and Assigned Location Teaching Spaces
Staff Rooms 300
The study focused on determining the illumination of the
second floor of St. Raymond Peñafort Building at the
Colegio de San Juan ed Letran. A quantitative method was
used for the assessment of the said location. The said floor D. Design Consideration
includes offices, three classrooms, faculty room, and two The study has considered the area and the dimensions of
computer laboratories. the rooms and the position of the furniture present in the
location so that the proponents could provide accurate
B. Research Instruments lighting system illumination assessment. The illumination
The existing floor plans, and onsite measurements using standards for each room set by the IES was taken into
meter were used to gather the dimension of the second floor consideration.
of St. Raymond Peñafort Building. AutoCAD 2016 was used
to model the floor plan, DiaLUX Evo for the illumination E. Lighting Systems Used
simulation – 3D rendering, false color, isolines, and value The luminaries used in the simulation was based on the
chart, and Philips Catalogue for the fixtures used in the PHILIP Catalogue.
simulation.
TABLE III
TABLE I LAMPS AND LUMINAIRES USED
ASSESSMENT ROOMS IN THE SECOND FLOOR OF ST. RAYMOND PEÑAFORT Correlated
BUILDING Luminous
Luminaire Type Power Color
Flux
Temperature
Assessment Rooms Classificationq
 Fluorescent Lamp F. Chaplain’s Office
(TTX080 361
2xTL-D36W
6500 36W 3000K/lamp Type here
HFE_840)
Fluorescent Lamp G. Prefect of Discipline’s Office
(4MX900 581
1xLED40S/830
4050 40W 3000K Type here
PSU DA30)
H. HSP Room
Type here
F. Treatment of Data
After modeling the lighting layout of the second floor of I. HSP Room’s Corridor
St. Raymond Peñafort Building in Colegio de San Juan de Type here
Letran using DIALux. The rendering of the lighting layout
followed. The data collected was analyzed and interpreted. J. Room 227
These data were compared to the illumination level standards Type here
of the Illuminating Engineering Society (IES). The
researchers then created an appropriate conclusion and
K. Room 226
recommendation.
Type here
IV. PRESENTATION OF DATA
L. CL1
A. Principal’s Office Type here
Type here
M. CL2
B. Assistant Principal’s Office Type here
Type here
N. Faculty Room
C. Coordinator’s Office Type here
Type here
O. Hallway
D. Staff’s Office Type here
Type here

E. Principal’s Office Waiting Area

Type here
Fig. 1. Floor Plan and Lighting Layout of the Principal’s Office
 Fig. 2. 3D Rendering of the Principal’s Office

Fig. 3. False Color Rendering of the Principal’s Office

Fig. 4. Isolines on the Work Plane of the Principal’s Office

Fig. 5. Value Chart on the Work Plane of the Principal’s Office

Fig. 6. Floor Plan and Lighting Layout of the Assistant Principal’s Office

Fig. 7. 3D Rendering of the Assistant Principal’s Office

Fig. 8. False Color Rendering of the Assistant Principal’s Office

Fig. 9. Isolines on the Work Plane of the Assistant Principal’s Office

Fig. 10. Value Chart on the Work Plane of the Assistant Principal’s Office
Fig. 11. Floor Plan and Lighting Layout of the Coordinator’s Office

Fig. 12. 3D Rendering of the Coordinator’s Office

Fig. 13. False Color Rendering of the Coordinator’s Office

Fig. 14. Isolines on the Work Plane of the Coordinator’s Office

Fig. 15. Value Chart on the Work Plane of the Coordinator’s Office

Fig. 16. Floor Plan and Lighting Layout of the Staff’s Office

Fig. 17. 3D Rendering of the Staff’s Office

Fig. 18. False Color Rendering of the Staff’s Office

Fig. 19. Isolines on the Work Plane of the Staff’s Office

Fig. 20. Value Chart on the Work Plane of the Staff’s Office
Fig. 21. Floor Plan and Lighting Layout of the Principal’s Office Waiting Area

Fig. 22. 3D Rendering of the Principal’s Office Waiting Area

Fig. 23. False Color Rendering of the Principal’s Office Waiting Area

Fig. 24. Isolines on the Work Plane of the Principal’s Office Waiting Area

Fig. 25. Value Chart on the Work Plane of the Principal’s Office Waiting Area

Fig. 26. Floor Plan and Lighting Layout of the Chaplain’s Office
 Fig. 27. 3D Rendering of the Chaplain’s Office

Fig. 28. False Color Rendering of the Chaplain’s Office

Fig. 29. Isolines on the Work Plane of the Chaplain’s Office

Fig. 30. Value Chart on the Work Plane of the Chaplain’s Office

Fig. 31. Floor Plan and Lighting Layout of the Prefect of Discipline’s Office

Fig. 32. 3D Rendering of the Prefect of Discipline’s Office

Fig. 33. False Color Rendering of the Prefect of Discipline’s Office

Fig. 34. Isolines on the Work Plane of the Prefect of Discipline’s Office

Fig. 35. Value Chart on the Work Plane of the Prefect of Discipline’s Office
 Fig. 36. Floor Plan and Lighting Layout of the HSP Room

Fig. 37. 3D Rendering of the HSP Room

Fig. 38. False Color Rendering of the HSP Room

Fig. 39. Isolines on the Work Plane of the HSP Room

Fig. 40. Value Chart on the Work Plane of the HSP Room

Fig. 41. Floor Plan and Lighting Layout of the HSP’s Corridor
 Fig. 42. 3D Rendering of the HSP’s Corridor

Fig. 43. False Color Rendering of the HSP’s Corridor

Fig. 44. Isolines on the Work Plane of the HSP’s Corridor

Fig. 45. Value Chart on the Work Plane of the HSP’s Corridor

Fig. 46. Floor Plan and Lighting Layout of the Room 227
 Fig. 47. 3D Rendering of the Room 227

Fig. 48. False Color Rendering of the Room 227

Fig. 49. Isolines on the Work Plane of the Room 227

Fig. 50. Value Chart on the Work Plane of the Room 227
Fig. 51. Floor Plan and Lighting Layout of the Room 226
 Fig. 52. 3D Rendering of the Room 226

Fig. 53. False Color Rendering of the Room 226

Fig. 54. Isolines on the Work Plane of the Room 226

Fig. 55. Value Chart on the Work Plane of the Room 226
Fig. 56. Floor Plan and Lighting Layout of the CL1

Fig. 57. 3D Rendering of the CL1

Fig. 58. False Color Rendering of the CL1

Fig. 59. Isolines on the Work Plane of the CL1

Fig. 60. Value Chart on the Work Plane of the CL1

Fig. 61. Floor Plan and Lighting Layout of the CL2

 Fig. 62. 3D Rendering of the CL2

Fig. 63. False Color Rendering of the CL2

Fig. 64. Isolines on the Work Plane of the CL2

Fig. 65. Value Chart on the Work Plane of the CL2

Fig. 66. Floor Plan and Lighting Layout of the Faculty Room
 Fig. 67. 3D Rendering of the Faculty Room

Fig. 68. False Color Rendering of the Faculty Room

Fig. 69. Isolines on the Work Plane of the Faculty Room

Fig. 70. Value Chart on the Work Plane of the Faculty Room
 Fig. 71. Floor Plan and Lighting Layout of the Hallway

Fig. 72. 3D Rendering of the Hallway

Fig. 73. False Color Rendering of the Hallway

Fig. 74. Isolines on the Work Plane of the Hallway

Fig. 75. Value Chart on the Work Plane of the Hallway

V. RECOMMENDATIONS VI. CONCLUSION

Type here
A. Compliance of Existing Illumination Design to IES
Standards
Type here
B. Effect of the Existing Lighting System to the Occupants
Type here

C. Suitability of the Existing Lighting System for the

Nature of Activities of the Second Floor of St. Raymond
Peñafort Building
Type here

VII. REFERENCES

[1] D. Ginthner, "Implications," in Lighting: Its Effect on

People and Spaces, 2004, pp. 1-5.
[2] G. v. d. B. a. M. v. O. W. van Bommel Jr., "Industrial
Lighting and Productivity," 2002.
[3] D. Wulfinghoff, "Energy efficiency manual," Wheaton:
Energy Institute Press, 2002.
[4] N. Lechner, in Heating, cooling, lighting: sustainable
design methods for architects, 4th ed., Hoboken, NJ:
John Wiley & Sons, 2015.
[5] L. M. a. A. Hedge, "Lighting in the workplace," in
Facility planning and management notes, no. 5..
[6] K. H. R. M. a. G. S. D. DiLaura, in The lighting
handbook, 10th ed, New York, Illuminating Engineering
Society, 2011.
[7] D. o. E. a. Employment, in Lighting Design for Schools,
London, Crown Copyright.
[8] K. M. P. L. S. A. L. E. A. &. L. L. B. Kozminski, in
Laboratories and Rooms for the 21st Century: Best
Practice Guide, Washington, DC, 2006.
[9] M. Rea, in The IESNA lighting handbook, New York,
N.Y, Illuminating Engineering Society of North America,
2000.