LIGHTING SYSTEMS

Audit, Analyze, and Report

OBJECTIVES:

• STUDENTS WILL BE ABLE TO COLLECT AND INTERPRET ENERGY DATA WHILE INDEPENDENTLY OPERATING SCIENTIFIC EQUIPMENT.
• STUDENTS WILL DESIGN A PRESENTATION OF RESULTS AND PROPOSE RECOMMENDATIONS ON ENERGY EFFICIENCY.

Next Generation Science Standards: MS-ETS1-1, MS-ETS1-3, HS-ETS1-2 (Optional: MS-ETS1-2, HS-ETS1-1, HS-ETS1-3)

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AGENDA

Prep Total: 2.75 hours

Part I Prep: 1.5 hours

1. Engage & Explore: Intro to Lighting Systems and Lighting Systems Audit Collecting Data (1-2 class periods)

Part II Prep: 1 hour

• Explain: Discuss & Analyze Data (1-2 class periods)

Part III Prep: 15 minutes

• Elaborate and Evaluate: Create Short Report, Peer Evaluate Report, CER, Post Assessment (1 class period)

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Materials Needed from KEP:

• Light Meter, Ballast Checker, Data Loggers occupancy/light (Benchmarking Kit)
• Download the software program HOBOware ahead of time*
• Print or Assign: K-12 Energy Benchmarking Tool Spreadsheet, Equipment Guide, Data Logger Plan and Place handout, Student Handout
• Review: Interview Facility Manager Handout: Lighting Section (previous lesson)
• Assign: Post Assessment for Students

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Optional:

• KEP staff present or available to zoom

ENGAGE: INTRO TO LIGHTING SYSTEMS

Things to know before the audit:

• What part(s) of the school will you audit today (a classroom, gym, hallway, etc)?
• Read over the Equipment Guide Document: Light meter, ballast checker, and data logger occupancy/light
• Look back at your notes from the “Interview Facility Manager Handout.” Did they have any specific recommendations or concerns you will want to analyze?
• If you can’t look into the school’s existing fixtures to determine the type and wattage of lamp, ask your facility manager if you can look at the school’s spare or burnt-out lamps.

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Start Student Handout

AUDIT: ENGAGE

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Questions to consider about the Data Loggers:

• Using the room you’re in, where would you place an occupancy/light data logger? What time interval? Why? Will the sensor work for the room? (remember: the 5M logger can measure occupancy up to 5 meters and the 12M up to 12 meters) Are there parts of the room the logger won’t “see”? Are there multiple room exits? Are multiple data loggers needed? How often do you expect the room occupancy or lights to be changed?

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ENGAGE: INTRO TO LIGHTING SYSTEMS

Common types of lamps you may see on your audit:

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This does not represent all types of lamps or bulbs you will see. You may also see one of these types in different forms or sizes.

In the News:

Phasing Out Fluorescent Bulbs*

California, Vermont, Hawaii, Colorado, Oregon, Rhode Island, and Maine have passed laws to phase out the sale of common fluorescent light bulbs. These bulbs remain common in schools.

Phasing Out Incandescent Bulbs**

All commonly used light bulbs must meet an efficiency standard achieved by LED’s (45 lumens per watt). Companies stopped importing non-compliant bulbs in February 2023, and retailers stopped selling non-compliant bulbs August 1, 2023.

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LED lighting is cost-effective, does not contain mercury, is widely available, lowers carbon dioxide emissions, and is twice as energy efficient. According to the Department of Energy (DOE), the new standards will save consumers close to $3 billion annually and reduce carbon dioxide emissions by 222 million metric tons over 30 years.**

WHAT’S A BALLAST?

• Ballasts keep fluorescent lamps from burning out! They provide energy (voltage) and stabilize the electrical current.
• Like the lamps, ballasts also consume electricity.
• There are two types of ballasts: magnetic (the older type) and electronic. For now, there’s no need to get more technical than that!
• Electronic ballasts are more efficient and prevent flicker and a buzzing noise. If you find magnetic ballasts, recommend replacing them!

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BALLAST ENERGY USE

• For the purpose of your school energy audit, you will determine if the fluorescent fixtures use magnetic or electronic ballasts, but we won’t determine how much energy they are consuming.
• If you want to dive more deeply into ballast energy use, reach out to KEP!
• Depending on ballast type, the light fixture’s energy use may be higher or lower than you’d expect it to be based on lamp wattage.
• This guide from Xcel Energy provides an estimate on a fixture’s total energy use (ballast + lamps): www.xcelenergy.com/staticfiles/xe-responsive/Programs%20and%20Rebates/Business/MN-CO-NM-Bus-lighting-efficiency-Light-Wtt-Input.pdf

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LIGHT LEVELS (FOOT CANDLES)

• A foot candle measures light intensity. It’s the level of light that a candle provides to a 1 square foot surface that is one foot away. The metric value (lux) is similar, but it uses meters instead of feet.

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• Some areas need more or less light than other (such as classrooms compared to hallways or storage rooms)
• Light levels should be bright enough to accomplish the task, but not so bright that it’s hard to see.
• If areas are overlit (too bright), do you recommend removing some lamps which saves energy?

LET’S CHECK OUR LIGHT LEVEL-MEASURING SKILLS!

Grab your light meter and put it on the surface of a desk (it’s best to measure light where it will be needed). How is the light in your classroom compared to the recommended levels below?

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Light levels for other space types: www.archtoolbox.com/recommended-lighting-levels

WHAT IS ENERGY EFFICIENCY AND CONSERVATION?

• Energy Efficiency and Conservation is doing more with the same amount of energy or less energy.
• Energy Efficiency and Conservation saves money and makes buildings more comfortable, healthy, and safe.

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EFFICIENCY VS. CONSERVATION

EFFICIENCY

• Energy efficiency involves the use of technology that requires less energy to perform the same function.
• Focuses on the equipment or machinery being used

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CONSERVATION

• Energy conservation includes any behavior that results in the use of less energy.
• Focuses on the behavior of people

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Your turn: Identify different examples of efficiency vs conservation with lighting?

WHAT INFO TO COLLECT DURING YOUR AUDIT

Critical if you want to calculate how much energy the lights are consuming:

• Type and quantity of light fixtures by room/area
• Technology: incandescent, fluorescent, LED, etc. and if ballast is electronic/magnetic
• Length: 4’, 8’, 2’ U-Tube, etc.
• Number of lamps per fixture
• Wattage per lamp
• Operating hours of lights

Additional information

• Lighting levels, distance to the lights
• How satisfied is the staff with lighting levels?

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CREATE A SYSTEM FOR NOTE TAKING

• Obtain (or create) a rough layout of the room or school building to assist with note taking.
• Take note of how many and what type of fixtures are located in each area of the school. Having a layout/map is helpful.
• You are likely to encounter a number of different lighting types. For example: T12 fluorescent, 4-lamp fixture, 40 watts/lamp, & magnetic ballast.
• As you take notes, designate each fixture type by a letter, number, color, etc. (see example to the right).

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LAYOUT EXAMPLE

In this example, we have an aerial view and also a layout where each square is 1’ x 1’, but one square could be 5’x5’ or whatever works best. If you don’t have access to a layout, that’s ok!

Collecting Data Section for Lighting Systems Audit

Collecting data may take 1-2 class periods.

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Lighting Systems Audit: Data Collecting Phase

Collecting data may take 1-2 class periods.

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1. Collect Data using the Tool Spreadsheet (lighting tab).
2. Collect Data using Data Loggers (light/occupancy).

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EXPLORE: �1. LIGHTING SYSTEMS AUDIT

Materials Needed:

• Light Meters
• Ballast Checkers
• Data Loggers (light/occupancy)
• K-12 Energy Benchmarking Tool Spreadsheet (Lighting Tab)
• Data Loggers: Plan and Place Handout
• Equipment Guide
• Interview Facility Manager Handout (Lighting Section)

Audit with groups by either :

• Areas: Classroom(s), lounge, office, hallways, etc.
• Equipment: Light meters, ballast checkers, & data loggers.

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Images are K-12 Energy Benchmarking Program Tool Spreadsheets

EXPLORE:

1. LIGHTING SYSTEMS AUDIT

Collecting data may take 1-2 class periods.

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On the K-12 Energy Benchmarking Tool Spreadsheet (lighting tab), record the following: the space, light levels (use Omega 4-in-1), Ballast Type (use Ballast checker), Lamp Type, # of fixtures, # of lamps/fixture, watts per lamp, and hours/day. It’s okay to leave things blank if you don’t know or they don’t apply!

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EXPLORE:

2. Data loggers:

PLAN DATA COLLECTION METHOD �

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Brainstorm ideas of where you would like to collect data, for how long, and provide explanations for chosen data collection method. What are the criteria and constraints?

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Use the Data Loggers Plan & Place Handout and the Equipment Guide for guidance.

Image is from Data Loggers: Plan and Place handout

EXPLORE: 2. PROGRAM DATA LOGGERS

Now that you have chosen the place and time length, let’s program them so you can start collecting data. You can find more information on the Equipment Guide.

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Image is a screenshot from HOBOware software program.

EXPLORE: 2. PLACE DATA LOGGERS

• Place the data loggers and their signs in the chosen locations and start collecting data. Data loggers start based on preference chosen while programming.
• Teacher(s) can assess that devices are working and programmed correctly.
• Be sure to record where you placed each data logger and how you programmed them (intervals, dates, etc.).

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Part II: Analyze Data Section

Analyzing data may take 1-2 class periods.

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Lighting Systems Audit: Analyze Data Phase

Analyzing data may take 1-2 class periods.

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• Analyze Data from the Tool Spreadsheet (lighting tab).
• Analyze Data from the Data Loggers (light/occupancy).

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ENGAGE for ANALYZE DATA section

Analyzing data may take 1-2 class periods.

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What do you observe and wonder?

Middle School:

Information

for Report (MS-ETS1-3)

Recap: What is the problem that we want to solve through the development of an object, tool, process, or system?

When analyzing data:

• To organize data, use tables, graphs, charts, etc.
• Identify relationships within datasets
• Identify similarities and differences
• Make a claim for which solution best meets the criteria and constraints for the problem

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EXPLAIN: 1. LIGHTING SYSTEMS ANALYZE

Now we will analyze data from our K-12 Energy Benchmarking Tool Excel Spreadsheet (lighting savings tab). Let’s start by analyzing the potential cost and savings. Find your school’s cost/kWh by taking one electricity bill and dividing the total charge by the amount of kWh used.

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Image of Spreadsheet Tool – Record cost/kWh in yellow box.

EXPLORE: 2. Analyze Data Loggers Data

DOWNLOAD DATA LOGGER DATA

• Connect logger to computer with USB cable.
• Click Device>Readout>Save File>Plot.

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Example image of data from a HOBO temp/RH logger.

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EXPLORE:

2. EXPORT DATA

• Click File>Export Table Data>Click on the wheel (highlighted in yellow).
• Check that it will export to Excel (highlighted in yellow) and not csv. Everything else is up to preference or default.
• Click OK. Deselect any measurement(s) you don’t want to see in the data. Click Export and save to your preference.

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Example images of data from a HOBO temp/RH logger.

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EXPLAIN:

2. ANALYZE DATA

• Using Excel or Google Slides, select data, click on “Insert”, and then choose to add a chart. Choose the 3-D Column chart (Excel), Column Chart (Google Slides), or whatever chart type you prefer.
• This is a great time to check in with KEP staff to discuss data.

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Example image of data from a light occupancy logger.

EXPLAIN:

2. ANALYZE DATA (OCCUPANCY/LIGHT LOGGERS)

Questions to think about when analyzing this type of data:

• Are the lights on only when people are in the space or are they on when it is unoccupied?
• Is there enough daylight available or do they need the lights on in this room?
• Is this a good use of energy?

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EXPLAIN:

• What questions did you have during the investigation?
• Define light meter, ballast checker, data loggers, and lamp types in your own words.
• What did you learn from the audit?
• Why do you think this activity is important? How does it connect to you personally? Globally?

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Part III: Report

Creating and Presenting (optional) Report may take 1-2 class periods.

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ELABORATE: Create Short Report

Creating a report may take 1 class period.

Create a short report of your Lighting Systems Audit using CER (claim, evidence, and reasoning).

• State a claim.
• Include evidence (data) from audit (with pictures and graphs)
• What are your potential recommendations (cost and savings estimations)?
• State your reasoning.
• Prepare report as if the school board and staff members are your audience.

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Middle School:

Optional Information

for Report (MS-ETS1-2)

Recap: What is the problem that we want to solve through the development of an object, tool, process, or system?

In your report, when evaluating solutions, include:

• Criteria and constraints
• Strengths and weaknesses of each solution
• Evidence and reasoning to make claim about effectiveness of each solution

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High School:

Optional Information

for Report (HS-ETS1-3)

Recap: What is the real world problem?

In your report, when evaluating solutions, include:

• Criteria and constraints (cost, safety, reliability, and aesthetics)
• Prioritize criteria and constraints
• Strengths and weaknesses of each solution
• Barriers to each solution
• Evidence (pictures and data you collected during the audit)

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EVALUATE:

• Share your report with another group or the whole class.
• Peers provide feedback about short report and recommendations.
• Optional: Submit report to the school’s staff members and/or present to your school board.
• Submit report to KEP staff members.

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EVALUATE – SELF ASSESS

Rate yourself from 1-4 on the following statements:

1. I can explain the purpose & importance of an energy audit.
2. I can provide examples of when and how to use energy audit equipment.
3. I can propose a solution or next steps to an energy issue.

Something I have learned that surprised me:

Something I learned that surprised me about myself:

Something we can work on:

Something I can work on:

• 4: I can do this and explain it to someone else.
• 3: I understand and can do this by myself.
• 2: I need more practice.
• 1: I don’t understand this yet.

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POST-Assessment

Please take the Student Benchmarking POST-Assessment:

• POST-Assessment Link

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STAY IN TOUCH:

• Students take Post Assessment: https://docs.google.com/forms/d/e/1FAIpQLSdXHpmfpq6kREYiZiJMjU1mVIkuuBRJr270oPm4svet2ItV1Q/viewform
• Teacher evaluates and provides feedback to our lesson here: https://docs.google.com/forms/d/e/1FAIpQLSfftN_gpIoD9m2u9XU7j1Woa6JXbGaWXuJtm76gFg2mFYRasA/viewform?usp=sharing
• Teacher takes survey, submit example student work, and set up time with KEP to return equipment.
• Extension: Check out our other programs, resources, and equipment: https://kansasenergyprogram.org/educators
• Email KEP staff with questions and example student work at: ksenergyprog@ksu.edu

Kansas Energy Program

@ksenergyprog

Kansas Energy Program

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