LIGHTING AUDIT GUIDE

FOR TEACHERS & STUDENTS

By Clare Pries

April 2008

© Coolmob trading as Environment Centre Northern Territory, April 2008

 LIGHTING AUDIT

With lighting accounting for 15 to 25% of the energy consumed at your school any energy
efficiency measures in this area will provide very good opportunities for savings. There are two
primary reasons why more energy is consumed by lighting at schools than necessary. The first
stems from the common perception that it is more economical to leave fluorescent lighting (the
type of lights mainly used in schools) on than to turn on and off as needed. The second is that
in the past lighting systems were designed to use older less efficient lamps and fittings, and
due to the low costs of energy, over-lighting was common practice. This section deals with
these issues, identifies how energy savings can be made, and provides the information required
to effectively under-take a lighting audit at your school.

TURN OFF LIGHTS!

One reason why people believe it is more economical to leave fluorescent lights on is because
the initial inrush of current to start lights is considerably higher than when they are operating,
this is true, however, it is only for a very short time (much less than a second). The total
energy used during the inrush current is equivalent to only a few seconds of normal operation.
The other reason used to justify leaving these lights on is the effect that switching lights on and
off has on the life-span of the lamps. Again the belief is correct, lamp-life is reduced with
switching, however, as the lamp is not required to operate for as long each day the amount of
time (in years) before the lamp needs to be replaced is longer and the amount of energy used
is less. The economics of the impact of switching is complicated and depends on the type of
fittings, and, the cost of lamps, labour, disposal and electricity. The results of an analysis taking
all these factors into consideration for the use of fluorescent lamps in the average Northern
Territory school, show, that it is economical to turn fluorescent lights off when leaving a room
for around 10-15 minutes.1

TOO
TOO MUCH LIGHT!

New fluorescent tube lamps produce around 20% more light than older fluorescents, and have
better colour rendering (good colour rendering make objects appear more natural and bright)2.
The provision in the past to over-light and the installation of new lamps as your older lamps fail
are the primary factors that lead to unnecessary energy consumption by existing lighting
systems. If your fluorescent lighting system is over 15yrs old it is likely that it is consuming
more energy than it needs to. A very efficient fluorescent lighting system for classrooms has an
energy consumption of 6 – 8 Watts per square metre, older less efficient systems can have an
energy consumption of up to 30+ Watts per square metre.

TOO LITTLE LIGHT!

It is possible that your lighting system has a very high energy use per square metre and only
provide the light needed. The causative factors for this generally involve the following:

Old less efficient lamps still being used.

Lamp reflective fittings and diffusers not being cleaned regularly. Light output from dirty
fixtures can be reduced by as much as 35% 3. Light fixtures should be cleaned at least
once every year.

Dark coloured or dusty classroom surfaces – The reflectance of wall surfaces plays an
important part in your lighting design, up to 40% losses can result if wall surfaces are
not regularly cleaned14.
The accumulative losses of all these factors can result in lighting levels 70% lower than could
be achieved with your current lighting system.

1
The analysis has been based on a function developed by A. Carriere and M. Rae, published in: “Economics of Switching Fluorescent Lamps”, IEEE
Transaction on Industry Applications, Vol. 24, No. 3, May/June 1988.
2
Sustainable Energy Development Office – Government of Western Australia, Technology Table 1, ‘Section 5.1 – Lighting in Commercial Buildings
and Offices’, Energy Saving Manual – Energy Smart Toolbox, http://energysmart.com.au/sedotoolbox/index.asp
3
Platts Research & Consulting, 2004, ‘Boosting Lighting Efficiency with Reflectors and Maintenance’ and ‘Light Output Declines With Time’,
available at http://www.bchydro.com/business/investigate/investigate6014.html
IS YOUR LIGHTING SYSTEM EFFICIENT?

The first step in determining the efficiency of your fluorescent lighting system, is to calculate
the energy used per square metre. This is achieved by dividing the classroom floor area by the
total wattage of the lighting system. The second step is to measure the lighting lux levels. A lux
is the lumens per square metre and a lumen is the measurement for light. Australian Standards
are produced which recommend the minimum light lux levels required to provide the
appropriate lighting requirements for a task. The following table lists the recommended lux
levels for selected areas in a school.

Source: AS1680.2.3 (Interior lighting, Part 2.3: Educational and training facilities)
Type of interior or activity Illuminance
lux
Classrooms: General use classrooms 240
Laboratories, Music Rooms 320
Libraries: Audio listening areas 160
Audio visual areas, Book Stacks 240
Circulation & Amenity Areas: 80
Toilets, change rooms, locker rooms, cleaners rooms
Corridors, passage ways, ramps 40
Stairs Internal: 80 External: 20
Entrance halls, lobbies, foyers, waiting rooms 160
Enquiry desks 320
Administration areas: General tasks involving typing, reading, writing 320
Background/environment 160
Meeting rooms 320
Training rooms, seminar rooms 240
Photocopying Intermittent: 160
Sustained: 240
First Aid Centres Rest rooms: 40
Treatment rooms: 400
Cafeterias/ Kitchens General: 160
Counters, food preparation,
cooking, washing up: 240
Indoor Sports Facilities Recreation & training: 300
Competition: 500

HOW TO MEASURE LUX LEVELS OF A ROOM

An instrument designed to measure light levels is called a lux meter. These can be purchased
(the cost of these devices can vary from $50 to $350), hired from instrument hire businesses or
should be available to loan from the Infrastructure Sustainability Unit.

Where to take measurements:

At 5 or 6 different locations in the room being measured.

At desk height for classrooms and offices, and at the floor
level for general passage ways such as corridors.

When to take measurements:

The amount of light a room receives from its windows will
vary at different times of the day and year. Lux readings
should be taken when day lighting is at a minimum, that is, Examples of lux meters
early in the morning or late in the afternoon depending on the
location of windows, or, on an overcast day.

How to take measurements:

The meters are simple to use and read. Simply place the sensor where you wish to take
measurement allow to settle then take note of reading. Lux readings can vary by as
much as 30-40 Lux within a distance of only a few centimetres, so it is good practice to
take a couple of measurements in the same general position and note the lowest figure.
Movement of people near the sensor will affect the reading so try to minimize movement
at time of reading. Standing between light sources and sensor will lower Lux readings.
CALCULATE THE EFFICIENCY OF YOUR LIGHTING SYSTEMS

Use a copy of the floor plans available for your school on PDF from the Infrastructure
Sustainability Unit, or, use a tape measure to physically measure each room being assessed.
5m
5m
2.5m

5m

4m

Floor plans will have the scale used, noted at the bottom. The area for area 3 & 4 in the
example above would have a total floor area of 12.5mtrs x 9mtrs = 112.5m2.

Note the number of lamps in each fixture and the number of fixtures within the room. Find out
what type of lamps are used.

The most common type of lamp used for school classrooms and office buildings is
the ‘T8’ linear fluorescent tube. These lamps have a diameter of 26mm and come
in 600mm/18W, 1200mm/36W, and 1500mm/58W. Older lighting systems may
still use less efficient 38mm ‘T12’ tubes which come in 600mm/20W,
1200mm/40W, 1500mm/64W. Very new systems may have 16mm ‘T5’ tubes
installed, these come in 550mm/14W, 1150mm/28W, and 1450mm/35W.
T5 (top), T8 (bottom)

For other lamp types you will need to check with your maintenance staff on the type and wattage as most
can not be determined through a visual inspection alone.

You will also need to check with maintenance staff what type of ballasts4 are used for your fluorescent
lights (electronic or magnetic).

The table below gives estimates on the total wattage of common lamp/ballast systems used
within a school.

4
For an excellent description of how fluorescent lamps work and what ballasts do check out http://home.howstuffworks.com/fluorescent-
lamp.htm/printable.
 LAMP BALLAST WATTS
Classrooms & Offices
Magnetic 24
18W - 600mm T8 Linear Fluorescent
Electronic 21
Magnetic 43
36W - 1200mm T8 Linear Fluorescent
Electronic 38

20W - 600mm T12 Linear Fluorescent Magnetic 26

40W - 1200mm T12 Linear Fluorescent Magnetic 47

14W - 550mm T5 Linear Fluorescent Electronic 18

28W - 1150mm T5 Linear Fluorescent Electronic 32

Magnetic 43

36W - 410mm Single U-Tube

Electronic 38

Laboratories, Passage ways & Toilets

Magnetic 35
28W – 210mm Square Compact
Fluorescent
Electronic 31

125W – Mercury Vapour5

140

Gym / Assembly

400W – Metal Halide16

440

High -Bay

150W – Halogen
150

Flood light

To calculate the Watts/m2 divide the total Watts used by the lighting system by the total floor
area.

Example:

No of No of Type of lamp Total Watts Total Watts Total floor Total

lamps fixtures in per lamp (D) area Watts/m2
(A) room (C) (E) (D/E)
(B)
2/Fixture 24 36W - T8 43 2064 112.5m2 18.3 W/m2
(magnetic) (AxBxC)

5
To estimate the power used by other sized Mercury Vapour or Metal Halide lamps multiply the lamp watts by 110%.
HOW YOU CAN INCREASE THE ENERGY EFFICIENCY OF YOUR LIGHTING SYSTEM

OPTIONS A - REDUCE TIME LIGHTS ARE TURNED ON

ON

MANUALLY TURN OFF LIGHTS IF LEAVING A ROOM FOR MORE THAN 10-15 MINUTES. $
Use awareness raising campaigns on the costs and myths of leaving lights on when not needed,
use student light monitors to check lights are turned off at recess & lunch, get teachers to turn
off lights when they leave rather than leaving for cleaners to turn off, use posters on exit doors
or near light switches to remind people to turn off lights.
Note: Lights produce heat which must be removed by the air-conditioning system.
Less light power used = less heat = less air-conditioning costs

USE SENSORS, PUSH BUTTON OR DIAL

UP TIMERS ON LIGHT SWITCHES TO
TURN LIGHTS OFF AUTOMATICALLY IN
ROOMS USED INTERMITTENTLY (toilets,
staff/meeting rooms, withdrawal rooms).
$$

Contact the Infrastructure Sustainability Unit to discuss which type would be suitable for your
school.

USE LIGHT SENSITIVE PHOTO ACTIVATION SWITCHES ON SECURITY LIGHTS TO

ENSURE ONLY ON WHEN NEEDED. $$

IDENTIFY LIGHT SWITCHES WITH LABELS This will ensure only those
lights needed will be turned on. $

INSTALL LIGHT SENSITIVE PHOTO

ACTIVATION SWITCHES TO LIGHTING
CIRCUITS NEAR WINDOWS. $$$
A photocell sensor detects the levels of natural
light and turns lights off or down when sufficient
day-lighting is available. This option will
generally involve re-wiring of circuits and
replacement of existing control gear.

Source: Advanced Building technologies & properties,

(Lighting and Daylighting, www.advancedbuildings.org)
USE TASK LIGHTS FOR TEACHERS DURING AFTER CLASS HOURS $ - $$
The type of lamps best used will depend on whether it is likely if teachers’ work stations are
moved from one year to the next. Ceiling or wall mounted lights will have higher costs and are
fixed. A trial could be undertaken to assess if desk lamps are suitable. Remember 1 lamp using
100W will use a lot less energy than a classroom of 40W lamps, select a lamp with sufficient
light output.

DAY LIGHTING $
Use natural light wherever possible. Posters on windows reduce light levels in rooms, find
alternative areas to display posters if possible.

OPTIONS B - REDUCE THE TOTAL ENERGY USED IN EXISTING LIGHT FIXTURES

REMOVE A LAMP FROM TWIN FIXTURES WHERE LIGHT LUX LEVELS ARE AT LEAST TWICE THE
RECOMMENDED LEVEL AND FROM TRIPLE FIXTURES WHERE LIGHT LUX LEVELS ARE AT LEAST
50% HIGHER THAN RECOMMENDED LEVEL. $ - $$
Note: The remaining lamp in a twin fixture may need to be
repositioned to centre of fixture by an electrician. When removing
lamps, remove starter and use a sticker stating that lamp should
not be replaced. (Stickers can be obtained from the Infrastructure
Sustainability Unit).

Starter

INSTALL LAMP REFLECTORS WHERE LIGHT FIXTURES HAVE POOR REFLECTIVE QUALITIES. $$
Reflectors can be retrofitted to existing fluorescent tubes to increase the amount of light
directed downward from the fitting. These can be used to reduce the need to increase lighting
energy consumption where light levels are too low, or, to reduce energy consumption through
de-lamping where room lighting levels are at least 80% higher than standards prior to lamp
removal and reflector fitting.

An example of a inefficient lighting fixture. Some of the light is being absorbed by the dark
surfaces and some is being diffused into the ceiling cavity.

INSTALL A VOLTAGE REDUCTION DEVICE. $$

After start-up the voltage supply to fluorescent lights can be reduced with only a small effect
on light output (~10-15%), the subsequent lower current produces savings of around 30% in
energy consumption. Voltage reduction control should be considered where light lux levels are
at least 40% higher than that recommended by the Australian Standards. Voltage reduction is
only suitable for lighting systems controlled by magnetic ballasts.
OPTIONS C - USE MORE ENERGY EFFICIENT LAMPS AND FITTINGS

REPLACE OLD T8 HALOPHOSHUR FLUORESCENT TUBES WITH NEW TRIPHOSPHUR T8

FLUORESCENT LAMPS. $
Triphosphor lamps use less mercury and have 15-20% greater light output for the same energy
use as older lamps. As the triphosphor are 15-20% brighter, in theory you can remove 15-
20% of the lamps and achieve the same light levels for 15-20% less energy and emissions.

REPLACE T8 FLUORESCENT TUBES WITH PROPRIETARY BRAND, T5 ADAPTORS AND LAMPS, OR

LIGHT EMITTING DIODES (LED’S). $$ - $$$
These lamps will produce the same amount of light but require less power to operate.

T5 fluorescent lamps are 23% more efficient than T8 Triphosphor and 38%
more efficient than T8 standard fluorescent lamps18, requiring less energy to
produce the same amount of light output. T5 lamps normally require a new
fitting and an electronic ballast to operate and are therefore most economical
when installing new light fixtures. An alternative to fixture replacement is the
use of proprietary brand T5 adaptors which can be installed into the existing
fittings providing equivalent light output with reduced energy input.

New to the market LED’s can replace existing fluorescent

lamps maintaining light levels whilst reducing lighting energy
consumption by around 70%. The lamps contain no mercury,
have a lifecycle of 50,000-100,000hrs (fluorescent lamps
have a lamp life of around 16,000hrs), produce negligible
heat, and do not need ballasts or starters to operate. LED’s
are relatively expensive compared to fluorescent lamps
however they have shorter pay-back periods if installed into
lighting fixtures that operate for at least 2700 hours per year. LED’s should be considered for
security lighting at your school.

The supply of energy efficient light fittings is developing rapidly, when looking to purchase T5
adaptors or LED’s check with the Infrastructure Sustainability Unit for the latest improvements
in this technology.

REPLACE STANDARD INCANDESCENT GLOBES WITH COMPACT FLUORESCENT GLOBES. $

20Watt Compact Fluorescent ≈ 100W Standard Incandescent

15W ≈ 75W
12W ≈ 60W
9W ≈ 40W

(When purchasing compact fluorescent globes be sure to check the colour temperature of the
lamp. Values of 4500K and above will provide a bright bluish day-light coloured light, values of
around 2700K will provide a warm yellowish coloured light.)

REPLACE EXISTING LIGHT FIXTURES WITH NEW HIGH OUTPUT LIGHT FIXTURES. $$$

Fixtures are now available that have almost double the light output to a standard fixture,
reducing the number of lamps required to service a given area.
INSTALL ELECTRONIC OR LOW LOSS MAGNETIC BALLASTS. $$$

Ballasts are a type of transformer and are required to regulate the current going to a
fluorescent lamp. The cheapest and least efficient type of ballast is standard magnetic. Though
these can no longer be manufactured or imported into Australia, most older lighting systems
will still have these installed. Low-loss magnetic ballasts are now available which use 15% to
45% less energy than a standard magnetic ballast (2-4W saving per lamp) 6. Electronic ballasts
are the most efficient ballast available, eliminate flicker, and reduce the amount of power
drawn by lamps by around 10%.7

REPLACE MERCURY VAPOUR LAMPS WITH METAL HALIDE OR SODIUM LAMPS. $$$

For indoor lighting applications use metal halide lamps, these lamps provide almost double the
light output for the same energy input as mercury vapour and have good colour rendering. For
outdoor applications, such as car park and security lighting where colour rendering is not as
important use high or low pressure sodium lamps. High pressure sodium lamps have similar
efficiency to metal halides and low pressure around three times more efficient than mercury
vapour. The low pressure sodium lamps have a very distinctive yellow glow.

Example: a 125W mercury vapour lamp could be replaced with a 70W metal halide or high
pressure sodium, or a 40-50W low pressure sodium. The ballasts/control gear for these lamps
differ and need to be replaced as well.

REPLACE OLD STYLE EXIT LIGHTS WITH NEW LED EXIT LIGHTS. $$$

The economy style exit lights used for most schools in

Darwin consume around 10W. New LED exit lamps
(as shown in the photos on the left) will consume
only around 2-3W.

6
Based on maximum corrected input power Energy Efficiency Index classifications B1 & B2 stated in Australian MEPS for Fluorescent Ballasts.
7
Sustainable Energy Development Office – Government of Western Australia, Technology Table 1, ‘Section 5.1 – Lighting in Commercial Buildings
and Offices’, Energy Saving Manual – Energy Smart Toolbox, http://energysmart.com.au/sedotoolbox/index.asp
STEP 1 – COLLECT INFORMATION

• FIND OUT WHAT TYPE AND HOW MANY LIGHTS ARE USED IN YOUR
SCHOOL
• MEASURE OR USE FLOOR PLANS TO CALCULATE FLOOR AREA
• SURVEY STAFF/TEACHERS AND ROOMS TO FIND OUT HOW LIGHTS
ARE USED AND IF OPERATIONAL TIMES CAN BE REDUCED

LOOK AT OPTIONS A FOR OPPORTUNITIES TO

REDUCE TIME LIGHTS ARE LEFT ON

STEP 2 – CALCULATE THE ENERGY EFFICIENCY

• USE THE INFORMATION FROM STEP 1 TO

DETERMINE THE WATTS PER SQUARE
METRE FOR EACH ROOM

USE OPTIONS C
HIGH WATTS/m 2
LOW WATTS/m 2 TO INCREASE
> 12W/m2 < 12W/m2 ENERGY
EFFICIENCY OF
LIGHTING

LUX < 40% ABOVE STDS

SYSTEM
MEASURE LUX LEVELS

AVERAGE LUX READINGS < 40% ABOVE STANDARDS

Old halo-phosphor lamps, dirty fixtures and room surfaces, dark wall colours, and
inefficient reflections from fittings could be reducing the amount of light available.
Replace lamps with tri-phosphor tubes, clean classroom and light fixtures, and if
necessary/possible lighten room surfaces, then re-measure lux levels.

AVERAGE LUX READINGS > 40% ABOVE STANDARDS

Option B recommendations can be considered.

Note on de-lamping: Factors such as glare, colour rendering, and uniformity of

illumination (absence of shadows), all impact on the quality of light, therefore an
aggressive de-lamping strategy should be undertaken with care. A de-lamping trial
of a single room with sufficiently high light levels should provide a good indication
of the impact on occupants and visual quality. If de-lamping will require the
installation of reflectors and/or the repositioning of lamps in fixtures, advice should
be obtained from a lighting specialist or the Infrastructure Sustainability Unit. In
addition, an operations & maintenance plan should be established which includes
group lamp replacement and regular cleaning of lamp fixtures and room surfaces to
maximize efficiency and maintain savings.
STUDENT ACTIVITIES

1. Undertake light audit of your classroom. (Example shown below)

ROOM: YEAR 4-5 CLASSROOM 2 TIME OF AUDIT: 8.00AM

TYPE OF LAMPS AND USE NOTES

eg’s NUMBER OF
28W T5 FLURO, FIXTURES AND
LAMPS (STYLE & CONDITION OF DIFFUSERS, CONTROL SWITCHES
36W T8 FLUORO,
USED, ARE ALL GLOBES WORKING)
60W INCANDESCENT

2 LAMPS NOT WORKING

36W T8 FLOURO TUBES 12 X 2LAMPS DIFFUSERS APPEAR CLEAN
MAIN CLASSROOM LIGHTS = 24 LAMPS LIGHTS OPERATED BY 2 LOCAL ON/OFF
SWITCHS
6 X 1LAMP LIGHTS OPERATED BY 1 LOCAL ON/OFF
75W INCANDESCENT
= 6 LAMPS SWITCH
BLACKBOARD LIGHTS
TIMER CONTROL ON LIGHT SWITCH
18W T8 FLOURO TUBES 1 X 2LAMP
STOREROOM LIGHTS = 2 LAMPS
GENERAL OBSERVATIONS

ROOM COLOUR LIGHT COLOURED WALLS AND CEILING

USE OF DAYLIGHTING POSTERS AND PICTURES ON WINDOWS BLOCKING SOME OF
HAVE LIGHTS BEEN LEFT ON THE AVAILABLE DAYLIGHT
WHEN NO-ONE IN CLASSROOM?

SURVEY QUESTIONS RESPONSE

ARE LIGHTS TURNED OFF AT: LUNCHTIME – YES
• LUCHTIME? RECESS - NO
• RECESS?
NO - LIGHTS ARE LEFT FOR CLEANERS TO
ARE LIGHTS TURNED OFF WHEN TEACHERS FINISH FOR
THE DAY? TURN OFF
GENERALLY EVERYONE THINKS OK
DO STUDENTS & TEACHER THINK THERE ARE ENOUGH
LIGHTS?
STUDENTS NEAR WESTERN WINDOWS THINK
LIGHTS COULD BE TURNED OFF AFTER LUNCH
DO TEACHERS ONLY TURN ON LIGHTS THAT NEED TO BE SOMETIMES - NOT OFTEN
TURNED ON BASED ON TASK TO BE PERFORMED AND/OR
AVAILABLE NATURAL DAYLIGHT?

N
560 380 LUX READINGS

TOTAL AREA = 35 M2
610
7Mtrs
450 24 X 43W = 1032W

720 1032W/35M2 = 29.5 W/M2

590

DOORS

5Mtrs WINDOWS
2. Investigate what lighting efficiency improvements could be made in your classroom.

3. Discuss what lighting efficiency improvements could be made at home.

4. Conduct lighting audit of school. The audit could be undertaken by a single group of
students or areas of lighting could be assigned to different groups.

GROUP AREA
1
CLASSROOM LIGHTING
2
EXIT & EMERGENCY LIGHTING
3
SECURITY LIGHTING
4
OFFICES & ADMINISTRATION
5
GYM/ASSEMBLY AREA
6
PASSAGE WAYS & TOILETS
7
CANTEEN & LIBRARY

5. Calculate the energy and green house gas savings from the options using the information
in the section ‘Estimating Energy Consumption and Savings Potentials’.