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Experiment 2: EVALUATION OF ILLUMINATION

OF DIFFERENT LOCATIONS
Luis Dominic F. Concepcion, James E. Guevara, Rucel Anne C. Martinez, Erik Olorosisimo, John Christopher R.
Soriano, Jonathan Lester C. Tugade
University of Santo Tomas, España, Manila, Philippines

I. BASIC INTRODUCTION Lux meters are used for measuring brightness in lux,
Minimum illuminance is dependent to the purpose of fc or cd/m². Some lux meters are equipped with an internal
the area. Light Level or Illuminance is the amount of light memory or data logger to record and save measurements. The
measured in a plane surface. The work plane is where the most measurement of light intensity with a lux meter is becoming
vital tasks in the room or space are performed (National increasingly important in the workplace due to safety
Optical Astronomy observatory, n.d.). Good lighting design is concerns.
focused on providing both the quality and of light needed for
the task. There are a lot of similarities between the lighting B. Tape Measure or Electric Meter tape
design of offices and lighting design of laboratories. One
important difference is that the work surfaces of inside
laboratories are usually in several heights. Necessarily, a
balance between horizontal work surface and the brightness of
other surfaces and distant in the field of view is needed for a
good visual acuity. Different types of task present on
laboratories usually have different lighting requirements.
According to i2sl.org (n.d.), Separating task and ambient
lighting allows for greater user flexibility and energy
efficiency. The lighting inside laboratories effects the comfort
of the worker, health and zperformance, lastly, the energy
efficiency.
Fig. 2 Electric Meter tape
II. OBJECTIVES A tape measure is a portable measurement device used to
1. To measure the illumination of a specified location. quantify the size of an object or the distance between objects.
2. To identify whether certain locations does or does not
comply with the minimum required illumination. C. Pen and Paper
3. To determine the factors affecting the illumination of a
certain area.
4. To distinguish the illumination of a location during
daytime and night time.
5. To improve the current lighting system of the location.

III. MATERIALS USED

A. Lux Meter
Fig. 3 Pen and Paper

Pen and paper were used for data recording during

the experiment.

IV. SUMMARY OF PROCEDURES

On this experiment, the students are to record the
luminance and the dimensions of Electronics Lab B to make
its floor plan and illumination design then propose a new and
improved illumination design. The materials that were used to
make the floor plan and illumination design are push-pull tape,
laser distance meter, lux meter, and DIALux app. The room is
marked with points starting in the middle of the room that is
Fig. 1 Lux Meter one meter apart to act as guide points to record its luminance
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using the push-pull tape and measured its dimensions using Table. 1 Daytime record of the Group
the laser distance meter for the floor plan. The luminance of
Electronics Lab B is recorded during the daytime, when the
sun is illuminating the room, and during the nighttime using
the luminaires of the room to replicate the illumination design
using DIALux. Both working plane and floor plane
illumination are recorded for the both set up. The table from
the said laboratory where student do their experiment set as
the working plane with a height of 90.5 cm from the ground.
From the Manual of Practice on Efficient Lighting, the
minimum standard of luminance is 300 lux and the maximum
750 lux. This will serve for the proposed illumination design
for the Electronics Lab B to see that it complies the standard
luminance.

Assigned locations: ECE Laboratory B

Figs. 4 Morning Setup

Table. 2 Daytime record from Batch 2019

For daytime, it can be seen that the two illumination

result is different from each other. One factor is that the sun
activity or position. From the previous batch, they started the
experiment along 1 P.M where most rays coming from the sun
Figs. 5 Evening Setup enters the room which gives them a high values. For our
group, since we started early in the morning at 8 A.M, less
V. DATA AND RESULTS rays from the sun is entering the room that gives a much lower
This will show the illumination values obtained by the natural illumination for the laboratory.
students in the ECE laboratory B for the daytime and night
time for each specific locations. Night Time: February 09, 2020 (5:45-6:46 PM)

In the Electronics Lab B, the students measured the

illumination of the lab for the day time and night time. At day
time, the sun rays are just lighting up the area which is near
the window and that are column 6 to column 8. And at night
time, the row 3 to row 6 has a bright and clear view for a
working area. Students who are making experiments and
having classes in the laboratory will have nice source of
brightness for their clear vision. But for the technician side,
the lights are somehow blocked by the objects that can pass
through so that the technician area has a bright working area.

Daytime: February 08, 2020 (8:35-8:49 am)

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Floor Plan of ECE Laboratory B:

Table. 3 Night time record of the Group

Fig. 6 ECE Laboratory B

Table. 4 Night time record of Batch 2019

For night time, there is a small difference between

the two. The data from our group shows that the illumination
is much lower. We asked the laboratory technician if the light
is replaced since last year and he said no. Factors that affect
this differences is the light. As time pass by, illumination of
the light depreciate because of the dirt and dust that stick into
its surface. Also, it produces less light when it’s near in the
end of its life. Another factor of acquiring low illumination is
the arrangement of the computers and other things inside the Figs. 7 Dialux Representation of ECE Laboratory B
lab that blocks the illumination in the floor and working plane.
Existing Illumination Layout:
VI. CONCLUSION
The students measured the illumination of the
Electronic Lab B at day time and night time. And as shown in
the data, the laboratory doesn't comply with the minimum
required illumination because the illumination in the lab is just
in the range of 0-200 but the required minimum is at 300. The
laboratory has a high working area which is good for the
students but it can also block some path for the light to pass
through. Also in the technician's area, there is so low
illumination in that area for the technician to work with some
circuits and some stuff. It should have much illumination for
the technician to work with.

VII. ADDITIONAL REQUIREMENTS

Figs. 8 Existing Illumination Layout of ECE Laboratory B

VIII. RECOMMENDATION
The students suggest that the working area should
have a clear path for the light to pass through. The CPUs
should be placed below the working area so that the students
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are comfortable on doing their stuff on the working area. The
unused CPUs or the unused units should be stored and placed
away from the working area. It also blocks the path of light to
pass through. Lastly, the lights should've been replaced with
higher wattage or better technology like LEDs and such so
that the illumination of the laboratory will increase.
relationship. Also, the experiments are not just being done
alone, it is a group effort that’s why there is also a
student-student relationship. These can be attained if they
can see each other clearly and the solution or answer for it
is a bright and lively area with lights.

Student Outcomes 2 Consideration for Proposed Design: Proposed Illumination Layout:

Table. 5 SO2 Consideration for Proposed Design

1. Safety – We put High on safety because the student’s

eyesight is not safe if the proposed lighting will make the
laboratory dark and it is not safe for everyone working Figs. 9 Proposed Illumination Layout of ECE Laboratory B
with components who have a dark working area.
2. Welfare – We put High on welfare because student’s
should be happy learning new things while doing their
experiments and after the experiments. How can they
properly do their experiments if the area is dark? It should
have a good lighting plan and bright working area.
3. Economic Factors – We consider it Medium because
we replaced every CFLs to LEDs that are much cheaper
in the long run and made the lamps fewer and some of
them are replaced by fixed downlight lights.
4. Environmental Factors – We put High on Figs. 10 False Coloring and Number Value Chart for Room 1
Environmental Factors because we changed every lamp or of the Proposed Design (Floor Plane)
lights that are used in the ECE LAB B with new
technology and that is LED.
5. Public Health – We put High on Public Health because
the student’s eyesight is well being considered in the
proposed lighting plan and lighting does affect students’
mental activity like they can be sleepy and distracted if
the lights or the brightness in the ECE LAB B isn’t
sufficient for them to learn and do experiments with.
6. Global – We put High on Global because the design or
the proposed lighting plan is abiding with the standards
globally and the University of Santo Tomas..
7. Cultural – We consider it Medium because the Filipino
trait wants a bright area like we are doing during new Figs. 11 False Coloring and Number Value Chart for Room 2
year’s eve that fireworks or the lighting up of all the lights of the Proposed Design (Floor Plane)
inside our houses.
Figs. 12 False Coloring and Number Value Chart for Room 3
8. Social – We put High on Social because the laboratory of the Proposed Design (Floor Plane)
is used so that the students learn from their professors and
that will be attained if there will be a student-professor
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Figs. 13 False Coloring and Number Value Chart for Room 1

of the Proposed Design (Working Plane)
Figs. 14 False Coloring and Number Value Chart for Room 2
of the Proposed Design (Working Plane)

Figs. 15 False Coloring and Number Value Chart for Room 3

of the Proposed Design (Working Plane)

IX.
R
EF
ER
EN
CE
S

[1]

(n.d.). Retrieved from https://www.pce-

instruments.com/english/measuring-instruments/test-
meters/lux-meter-kat_40074.htm
[2]
U.S. Department of Energy. (n.d.). Retrieved from
https://www.i2sl.org/documents/toolkit/bp_lighting_
508.pdf
[3]
National Optical Astronomy Observatory. (n.d.). Retrieved
from
https://www.noao.edu/education/QLTkit/ACTIVITY
_Documents/Safety/LightLevels_outdoor+indoor.pdf