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Proposed integration of a photovoltaic solar energy system and energy efficient technologies in the lighting system of the UTA-Ecuador
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Energy Procedia 134 (2017) 296–305
9th International Conference on Sustainability in Energy and Buildings, SEB-17, 5-7 July 2017, Chania, Crete, Greece
Proposed integration of a photovoltaic solar energy system and energy efficient technologies in the lighting system of the UTA-Ecuador Andrés Hidalgo*, Lizbeth Villacrés, Rodney Hechavarría, Diego Moya Facultad de Ingeniería Civil y Mecánica, Universidad Técnica de Ambato, Avd. Los Chasquis y Rio Payamino, 18013 14, Ambato, Ecuador
Abstract This research assesses the current fluorescent lighting system of the Faculty of Civil and Mechanical Engineering (FICM), Technical University of Ambato (UTA), Ecuador. The aim of this study is to present the main results obtained from an efficient lighting project to be implemented at FICM, UTA, and also proposes the integration of an existing photovoltaic solar energy system (PVSE-S) to supply the proposed efficient lighting system. In this study, the Society of Light and Lighting (SLL) Code for Lighting 2012 is used to determine the spacing or maximum distance between measurement points in classrooms. Lighting levels (lux) of 14 available classrooms are measured to estimate illuminance by using 70 measurements. DIALux software is applied to simulate three scenarios of proposed luminaries based on LED (lighting emitting diode) system. RC660B LED is selected due to the highest values of luminous flux, light efficiency and light output at minimum required power and area of installation. RC660B additionally denotes a considerably low value of Limit Value of Energy Efficiency (VEEI-Spanish acronymic) in comparison to fluorescent lamps (FL). Finally, this study proposed the use of a PVSE-S to power 2898 VA (volt-amperes) of the selected LED luminaries of seven classrooms in the FICM building. © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of KES International. Keywords: lighting; photovoltaic solar energy integration; fluorescent lamp; LED.
* Corresponding author. Tel.: +593 99 565 7802. E-mail address: [email protected] 1876-6102 © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of KES International.
1876-6102 © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of KES International. 10.1016/j.egypro.2017.09.529
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1. Introduction Currently, one of the most pressing global debates is the saving of all forms of energy for the preservation of natural resources [1, 2]. Overall, buildings are responsible for 40% of the world's energy consumption and contribute to 30% of worldwide emissions [3, 4]. Specifically, in the area of lighting in buildings, new proposals of energy efficiency and use of renewables have been developed in recent years, consisting of: 1) improving the quality of luminaries in energy efficiency [5, 6]; 2) integration of renewable energy in buildings [7, 8]; and 3) lighting modelling before the construction of buildings [9, 10]. In these regards, configuration of lamps and luminaries, such as inside placement within interior spaces, reflectance and wall colors, and integration of renewable energy contribute to increase building energy efficiency and reduce energy consumption from fossil fuels [11]. Thus, the integration of a renewable energy system in a building can contribute to environmental impact reduction and this benefit can also increase when those technologies feed energy efficiency technologies as in lighting systems [12]. Regarding the integration of renewable energy into building development, different efforts are evident internationally. Article 2 of the Kyoto Protocol aims to implement policies for research and development of renewable energy resources, innovative and environmentally friendly technologies [13]. The European Union, for example, started the process of reforming energy policy to achieve greater energy sustainability. In this sense, two fundamental lines were successfully proposed: electricity generation with renewable energy and energy saving in buildings [10, 14]. Regions such as Latin America and Asia are also in line with those initiatives, encouraging the efficient use of energy and the incorporation of renewable energies in buildings [15-19]. In general, the use of meters and sensors, to monitor energy use and evaluate indoor environmental conditions in buildings, has taken a major boost around the globe to reduce energy consumption and associated greenhouse gas emissions [20]. Lighting at universities classrooms play a vital role for the development of academic activities. However, energy consumption of lighting represents up to 29 % the share in university buildings [12]. Thus, it is paramount to analyze the required and adequate illumination at efficiency levels of energy consumption along with the likely integration of renewables into university buildings. The quality of illumination can be determined from illuminance isolines or isolux curves, which connect the points where the luminous flux has the same value [21]. Isolines also represent the distribution and levels of light in space [22-24]. The level of illumination is measured in lux, which is the ratio of the luminous flux to the illuminated surface [25]. For academic activities, the average of illumination is in between 300 and 700 lux [26]. Furthermore, the use of efficient lighting, high-performance luminaries, incorporating low-energy equipment and high-luminance lamps require the implementation of appropriate new lighting technologies. There are different types of lamps classified according to their luminous performance and application. LED is a lighting device with the highest standards of energy efficiency used worldwide [27, 28]. LED light can contribute between 30% and 50% of electricity savings in buildings at remarkable luminous efficiency by far in comparison to FL [29]. Renewable energy technologies might have various applications in buildings including its use in lighting [30]. The use of photovoltaic solar panels (PVSP) as a source of renewable and sustainable energy for lighting in buildings is shown as a solution of great technological impact to energy saving [31, 32]. Although photovoltaic cells have low levels of efficiency in converting all photons into electron current, its performance is in line with LED requirements [33]. New studies report high-efficiency systems that uses photovoltaic cells to power LED lighting systems [34]. However, LED lamps can operate directly from an AC power supply since LED lamps include a driver required to convert the AC (alternating current) from the power supply to the regulated DC (direct current) voltage used by the LEDs. As LED basically works with direct current, provided PVSE-S would avoid the use of drivers, the generation of harmonics and power factor to the electrical network [35]. As in FICM, UTA, there is installed an arrange of PVSP that provides an average apparent power of 3000 VA, this study purposes its use to power the lighting system of FICM. This research aims to study the current FICM´s lighting systems based on FL to be replaced by one of a base of three proposed lighting systems based on LEDs, in terms of illuminance level, energy consumption and efficient use of energy. This study also proposes the integration of a photovoltaic solar system to power the selected LED lighting system of FICM building.
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Nomenclature FICM Faculty of Civil and Mechanical Engineering UTA Technical University of Ambato SLL The Society of Light and Lighting LED light-emitting diode FL fluorescent lamps VA volt-ampere VEEI Limit Value of Energy Efficiency (Spanish acronymic) PVSE-S photovoltaic solar energy system PVSP photovoltaic solar panels AC/DC alternating current/direct current 2. Methodology This research establishes the spacing or maximum distance (p) between measurement points of lighting based on the SLL Code for Lighting 2012. Characteristics of classrooms are determined in terms of length, width, height, work place, spacing, reflectance ceiling, reflectance wall, and reflectance floor. Dimensions of classrooms and working place (height of students' desk) are measured by using a laser distance meter, and reflectance is estimated by using standardized tables from [36]. There are 60 classrooms available in the FICM. Equation 1 is used to determine the distance between measurement points, p [37], and the number of points to perform measurements is established by using classrooms dimensions.
p 0.2 x5log(d )
(1)
Where p is maximum distance, distance measurement between points; and d is the major distance in the classroom. An observation sheet is used to collect the characteristics of the classroom and luminary. This observation sheet was designed by modified Pattini, et al. [38]. Appendix 1 provides the observation sheet. Once p is calculated and classroom characteristics are established, a lux-meter is used to measure lighting levels, in term of lux, based on previously established measurement points. Illuminance isolines or isolux curves of the measured classrooms are estimated by using a spreadsheet. Average points between lux measurements points are additionally calculated in order to fine-tuning the level curve and obtain a smoother line. Based on the lux measurements, the required installed power for luminaries is estimated. With the characteristics of classrooms and luminaries along with the calculated apparent power by using Equation 2, three sort of luminaries are selected and proposed in order to minimize the power at appropriate standard levels of lux. DIALux software is used to simulate the new proposed luminaries. Finally, based on the VEEI, Equation 3, new isolux curves are determined to compare with the measured isolines.
S
P cos
Where S is the Apparent Power in volts-ampere (VA); P is the Active Power in watts (W); and cos is the power factor.
VEEI
(2)
is the phase angle;
Px100Lux AxEm
Where A is the evaluated area in square meters (m2); and Em is the minimum illumination level.
(3)
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With the purpose of meeting the energy demand by lighting in FICM building, an arrange of PVSP were studied. This panels are currently installed in the FICM parking just behind of the building with no application, and were developed by Ríos, et al. [39]. This study assesses the energy generation of the panels to meet the power consumption of lighting in FICM building. 3. Results Data has been collected based on the current existing lighting system. Table 1 shows the observed characteristics of classrooms of the FICM building. Table 1: Classroom Characteristics. Length
9,2 m
Width
6m
Height
2,9 m
Work plan
0,8 m
Spacing
0,9 m
Reflectance Ceiling
78,6 %
Reflectance Wall
77,5 %
Reflectance Floor
69,2 %
Measured
Estimated based on [36].
Based on Table 1 and using Equation 1, 70 measurement points are calculated in order to determine the behavior of the average illumination of a typical classroom. Furthermore, Table 2 illustrates the characteristics of luminaries installed and lamps used in FICM classrooms. The illuminance maintenance factor is the ratio of the luminous flux in a determined time with respect to the initial flow and is estimated based on [36]. Table 2: Characteristics of the classroom and luminary. Length of luminary Width of luminary Luminance maintenance factor Number of fluorescent luminaries Number of FL in a classroom Number of defective lamps Luminous flux luminary Power of the lamp
1,2 m 0,6 m 88,30 % 8 27 1 2730 lm 33,1 W
Figure 1 shows the illuminance isolines in a map of color levels that represents the average of the illumination values of each of the 70 points measured in 14 classrooms. The behavior of lighting in general decreases from the center towards the classroom perimeters. In the center of the yellow region, values are between the range of 350 to 375 lux. In the next region, orange region, the measured values are between 300 and 350 lux, whereas in the outer green region, values are less than 300 lux. The average illumination value is 307 lux. Table 3 shows the characteristic of the selected luminaries. These luminaries are selected based on characteristics of classrooms and parameters of energy efficiency. RC660B possesses the highest values of luminous flux, light efficiency and light output at minimum required power and area of installation.
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Figure 1: Color level map showing the average illumination of classrooms using fluorescent luminaries. Table 3: Characteristics of selected luminaries for simulation in DIALux software. Luminary feature
RC125B
RC165V
RC660B
W60L60
W30L120
W60L60
Type
LED
LED
LED
Length [m]
0,6
1,2
0,6
Width [m]
0,6
0,3
0,6
Power [W]
41
41
32
Luminous flux luminary [lm]
3399
3396
3501
Luminous flux lamp [lm]
3400
3400
3500
Light Efficiency
99,98%
99,89%
100,02%
Light output [lm / W]
82,9
82,8
109,4
Color Temperature
3000 K
3000 K
3000 K
Number of installed luminaries
12
9
12
Figure 2 illustrates the different maps of illuminance isolines according to the distribution of luminaries simulated by using DIALux software. The minimum lux points are at the boundaries of the classroom especially at the corners. The maximum lux level is at the center of the classroom where the luminous flux of several luminaries converges. As shown in Figure 2(a), LED RC125B reported a significantly more homogeneous distribution of illumination than the other two luminaries. Figure 2(b) illustrates the lowest levels of illumination. However, while in Figure 2(b) provides three illumination centric zones at 400 lux, for Figure 2(c), this value states at 600 lux. Table 4 compares the VEEI and the average lighting level between the current used FL and the selected luminaries. VEEI for RC125B and RC165V are similar values. By contrast, RC660B denotes a considerably low value of VEEI in comparison to FL. RC660B also presents significant greater levels of illumination than the other luminaries although it is in the second more energy-consumer.
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Figure 2: Isolines generated by DIALux software for luminary (a) LED RC125B; (b) LED RC165V; and (c) LED RC660B. Table 4: Comparison of the VEEI and the average lighting level. FL
RC125B
RC165V
RC660B
VEEI
5,2
1,82
1,81
1,34
Average lighting level [lux]
307
475
359
505
Minimum lighting level [lux]
255
269
185
290
Maximum illumination level [lux]
367
585
477
647
Total power of the classroom [W]
890,4
492
369
384
The results of estimated power by lighting of classrooms, in FICM building, is presented in Table 4. Table 4 also denotes that RC660B is the luminary with maximum average lighting level (505 lux) and minimum VEEI (1.34). For these reasons, RC660B is selected to calculate the energy demanded by lighting in FICM classrooms. At the moment of the measurements, the required power is estimated at 890,4 W, as given in Table 4. However, in comparison to FL, RC660B LED requires approximately 57% less power at 384 W. In a normal week of classes, by the use of fluorescent luminaries, power factor in the electric lighting circuit is cos φ = 0,747 [40]. By the use of LED luminaries, it is considered an increase to 0,9 [41]. By using Equation 2 and power factor at 0,9, apparent power is additionally calculated and presented in Table 5. Ríos, et al. [39] presents a detail study of the PVSP installed in the FICM parking. The PVSP installed in the building's parking lot provides an average apparent power of 3000VA. Comparing this data with the results of the required power in the building (Table 5), it denotes that the photovoltaic arrange is sufficient to power 7 classrooms of level 2 of FICM building. Figure 3 illustrates a schematic of the proposed installation of the integrated solar energy into efficient lighting power in FICM building.
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Table 5: Distribution of classrooms and offices in the FICM building. Levels
Office
Classrooms
Required power using fluorescent luminaries (VA)
Required power using RC660B LED luminary (VA)
offices
classrooms
offices
classrooms
1
8
0
9536
-
3416
-
2
3
7
3576
8344
1281
2989
3
2
5
2384
5960
854
2135
Figure 3: Schematic of the proposal of integration of PVSE-S to the efficient consumption of energy by illumination.
4. Discussion The main contribution of the present study is to compare current electrical lighting installations with simulations proposed by lighting level validation software. Although classrooms might have lighting levels in the reference range from 300 to 750 lux recommended by de Bakker, et al. [42] and Raynham [37], its efficient energy consumption needs to be considered as well. The developed map of illuminance isolines (given in Figure 1) based on measurements of lighting averages of FICM classrooms illustrates zones under the recommended levels of illuminance for academic activities [43, 44]. The comparison between the current installed fluorescent luminaries with LED based- luminaries denotes that the use of LED RC660B luminary performs at higher standards in terms of VEEI, lighting levels and total power as can be seen in Table 4. In classroom with fluorescent luminaries, 33% of measurements are below the established standard at high levels of power at 1192 VA per room approximately. The proposed RC660B simulation presents illuminance levels at the required standard for academic activities with high energy efficient consumption at 427 VA. In addition, this luminary allows to adjust more classrooms with the photovoltaic station in order to minimize the use of the network. When comparing the current system, fluorescent luminaries, with the proposed LED luminaries, an energy saving of 64% is observed. For academic activity in classrooms or laboratories, VEEI is also recommended at 3.5 as the maximum limit. Current system is at 5.2 while the proposed is at 1.34 as given in Table 4. Furthermore, once installed the PVSP to the LED systems at FICM 2 level, 2989 VA of power required will be avoided to be taken from the electric network.
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5. Conclusion This research assessed the current fluorescent lighting system of the FICM, UTA, Ecuador. This study aimed to present the main results obtained from an efficient lighting project to be implemented at FICM, and also proposed the integration of an existing PVSE-S to supply the proposed efficient lighting system. The illuminance level, total apparent power in terms of VA and efficient use of energy were also studied in the current lighting system of FICM classrooms. This study found that 33% of measurements are below the established standard at high levels of power, requiring 1192 VA per classroom approximately. We propose LED luminaries, RC660B instead of FL, which would require only 427 VA per classroom at the required standard for academic activities. This would represent 64% of energy savings. Additionally, this study prosses to use an existing PVSE-S to power seven classrooms in FICM, UTA that would use the proposed LED lighting system. The proposed LED luminary system do not only provide illuminance at the standard levels for academic activities, but also its total power is lower and more efficient in comparison to fluorescent luminaries. Acknowledgements The authors of this research would like to express their gratitude to the Universidad Técnica de Ambato by supporting this study. We would like to also express our thankfulness to the authorities of the Facultad de Ingeniería Civil y Mecánica and the Renewable Energy and Web Architecture – Research & Development, REWA-RD group, for the time resources and literature provided to prepare this article. Appendix A. OBSERVATION SHEET Time:
Number: Building:
Class: Classroom:
Width
Length
Height
Student Desk Maintenance
Reflectance: Ceiling
Wall 1
Height
Material
Luminary
Lamps
Wall 2
Floor
N.
Type
N.
Power
2
3
4
5
6
7
Observations:
Points
1
1 2 3 4 5 6 7 8 9 10
* Please: Write position window, door position, and measurement time.
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Energy Procedia 134 (2017) 296–305
9th International Conference on Sustainability in Energy and Buildings, SEB-17, 5-7 July 2017, Chania, Crete, Greece
Proposed integration of a photovoltaic solar energy system and energy efficient technologies in the lighting system of the UTA-Ecuador Andrés Hidalgo*, Lizbeth Villacrés, Rodney Hechavarría, Diego Moya Facultad de Ingeniería Civil y Mecánica, Universidad Técnica de Ambato, Avd. Los Chasquis y Rio Payamino, 18013 14, Ambato, Ecuador
Abstract This research assesses the current fluorescent lighting system of the Faculty of Civil and Mechanical Engineering (FICM), Technical University of Ambato (UTA), Ecuador. The aim of this study is to present the main results obtained from an efficient lighting project to be implemented at FICM, UTA, and also proposes the integration of an existing photovoltaic solar energy system (PVSE-S) to supply the proposed efficient lighting system. In this study, the Society of Light and Lighting (SLL) Code for Lighting 2012 is used to determine the spacing or maximum distance between measurement points in classrooms. Lighting levels (lux) of 14 available classrooms are measured to estimate illuminance by using 70 measurements. DIALux software is applied to simulate three scenarios of proposed luminaries based on LED (lighting emitting diode) system. RC660B LED is selected due to the highest values of luminous flux, light efficiency and light output at minimum required power and area of installation. RC660B additionally denotes a considerably low value of Limit Value of Energy Efficiency (VEEI-Spanish acronymic) in comparison to fluorescent lamps (FL). Finally, this study proposed the use of a PVSE-S to power 2898 VA (volt-amperes) of the selected LED luminaries of seven classrooms in the FICM building. © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of KES International. Keywords: lighting; photovoltaic solar energy integration; fluorescent lamp; LED.
* Corresponding author. Tel.: +593 99 565 7802. E-mail address: [email protected] 1876-6102 © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of KES International.
1876-6102 © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of KES International. 10.1016/j.egypro.2017.09.529
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1. Introduction Currently, one of the most pressing global debates is the saving of all forms of energy for the preservation of natural resources [1, 2]. Overall, buildings are responsible for 40% of the world's energy consumption and contribute to 30% of worldwide emissions [3, 4]. Specifically, in the area of lighting in buildings, new proposals of energy efficiency and use of renewables have been developed in recent years, consisting of: 1) improving the quality of luminaries in energy efficiency [5, 6]; 2) integration of renewable energy in buildings [7, 8]; and 3) lighting modelling before the construction of buildings [9, 10]. In these regards, configuration of lamps and luminaries, such as inside placement within interior spaces, reflectance and wall colors, and integration of renewable energy contribute to increase building energy efficiency and reduce energy consumption from fossil fuels [11]. Thus, the integration of a renewable energy system in a building can contribute to environmental impact reduction and this benefit can also increase when those technologies feed energy efficiency technologies as in lighting systems [12]. Regarding the integration of renewable energy into building development, different efforts are evident internationally. Article 2 of the Kyoto Protocol aims to implement policies for research and development of renewable energy resources, innovative and environmentally friendly technologies [13]. The European Union, for example, started the process of reforming energy policy to achieve greater energy sustainability. In this sense, two fundamental lines were successfully proposed: electricity generation with renewable energy and energy saving in buildings [10, 14]. Regions such as Latin America and Asia are also in line with those initiatives, encouraging the efficient use of energy and the incorporation of renewable energies in buildings [15-19]. In general, the use of meters and sensors, to monitor energy use and evaluate indoor environmental conditions in buildings, has taken a major boost around the globe to reduce energy consumption and associated greenhouse gas emissions [20]. Lighting at universities classrooms play a vital role for the development of academic activities. However, energy consumption of lighting represents up to 29 % the share in university buildings [12]. Thus, it is paramount to analyze the required and adequate illumination at efficiency levels of energy consumption along with the likely integration of renewables into university buildings. The quality of illumination can be determined from illuminance isolines or isolux curves, which connect the points where the luminous flux has the same value [21]. Isolines also represent the distribution and levels of light in space [22-24]. The level of illumination is measured in lux, which is the ratio of the luminous flux to the illuminated surface [25]. For academic activities, the average of illumination is in between 300 and 700 lux [26]. Furthermore, the use of efficient lighting, high-performance luminaries, incorporating low-energy equipment and high-luminance lamps require the implementation of appropriate new lighting technologies. There are different types of lamps classified according to their luminous performance and application. LED is a lighting device with the highest standards of energy efficiency used worldwide [27, 28]. LED light can contribute between 30% and 50% of electricity savings in buildings at remarkable luminous efficiency by far in comparison to FL [29]. Renewable energy technologies might have various applications in buildings including its use in lighting [30]. The use of photovoltaic solar panels (PVSP) as a source of renewable and sustainable energy for lighting in buildings is shown as a solution of great technological impact to energy saving [31, 32]. Although photovoltaic cells have low levels of efficiency in converting all photons into electron current, its performance is in line with LED requirements [33]. New studies report high-efficiency systems that uses photovoltaic cells to power LED lighting systems [34]. However, LED lamps can operate directly from an AC power supply since LED lamps include a driver required to convert the AC (alternating current) from the power supply to the regulated DC (direct current) voltage used by the LEDs. As LED basically works with direct current, provided PVSE-S would avoid the use of drivers, the generation of harmonics and power factor to the electrical network [35]. As in FICM, UTA, there is installed an arrange of PVSP that provides an average apparent power of 3000 VA, this study purposes its use to power the lighting system of FICM. This research aims to study the current FICM´s lighting systems based on FL to be replaced by one of a base of three proposed lighting systems based on LEDs, in terms of illuminance level, energy consumption and efficient use of energy. This study also proposes the integration of a photovoltaic solar system to power the selected LED lighting system of FICM building.
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Nomenclature FICM Faculty of Civil and Mechanical Engineering UTA Technical University of Ambato SLL The Society of Light and Lighting LED light-emitting diode FL fluorescent lamps VA volt-ampere VEEI Limit Value of Energy Efficiency (Spanish acronymic) PVSE-S photovoltaic solar energy system PVSP photovoltaic solar panels AC/DC alternating current/direct current 2. Methodology This research establishes the spacing or maximum distance (p) between measurement points of lighting based on the SLL Code for Lighting 2012. Characteristics of classrooms are determined in terms of length, width, height, work place, spacing, reflectance ceiling, reflectance wall, and reflectance floor. Dimensions of classrooms and working place (height of students' desk) are measured by using a laser distance meter, and reflectance is estimated by using standardized tables from [36]. There are 60 classrooms available in the FICM. Equation 1 is used to determine the distance between measurement points, p [37], and the number of points to perform measurements is established by using classrooms dimensions.
p 0.2 x5log(d )
(1)
Where p is maximum distance, distance measurement between points; and d is the major distance in the classroom. An observation sheet is used to collect the characteristics of the classroom and luminary. This observation sheet was designed by modified Pattini, et al. [38]. Appendix 1 provides the observation sheet. Once p is calculated and classroom characteristics are established, a lux-meter is used to measure lighting levels, in term of lux, based on previously established measurement points. Illuminance isolines or isolux curves of the measured classrooms are estimated by using a spreadsheet. Average points between lux measurements points are additionally calculated in order to fine-tuning the level curve and obtain a smoother line. Based on the lux measurements, the required installed power for luminaries is estimated. With the characteristics of classrooms and luminaries along with the calculated apparent power by using Equation 2, three sort of luminaries are selected and proposed in order to minimize the power at appropriate standard levels of lux. DIALux software is used to simulate the new proposed luminaries. Finally, based on the VEEI, Equation 3, new isolux curves are determined to compare with the measured isolines.
S
P cos
Where S is the Apparent Power in volts-ampere (VA); P is the Active Power in watts (W); and cos is the power factor.
VEEI
(2)
is the phase angle;
Px100Lux AxEm
Where A is the evaluated area in square meters (m2); and Em is the minimum illumination level.
(3)
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With the purpose of meeting the energy demand by lighting in FICM building, an arrange of PVSP were studied. This panels are currently installed in the FICM parking just behind of the building with no application, and were developed by Ríos, et al. [39]. This study assesses the energy generation of the panels to meet the power consumption of lighting in FICM building. 3. Results Data has been collected based on the current existing lighting system. Table 1 shows the observed characteristics of classrooms of the FICM building. Table 1: Classroom Characteristics. Length
9,2 m
Width
6m
Height
2,9 m
Work plan
0,8 m
Spacing
0,9 m
Reflectance Ceiling
78,6 %
Reflectance Wall
77,5 %
Reflectance Floor
69,2 %
Measured
Estimated based on [36].
Based on Table 1 and using Equation 1, 70 measurement points are calculated in order to determine the behavior of the average illumination of a typical classroom. Furthermore, Table 2 illustrates the characteristics of luminaries installed and lamps used in FICM classrooms. The illuminance maintenance factor is the ratio of the luminous flux in a determined time with respect to the initial flow and is estimated based on [36]. Table 2: Characteristics of the classroom and luminary. Length of luminary Width of luminary Luminance maintenance factor Number of fluorescent luminaries Number of FL in a classroom Number of defective lamps Luminous flux luminary Power of the lamp
1,2 m 0,6 m 88,30 % 8 27 1 2730 lm 33,1 W
Figure 1 shows the illuminance isolines in a map of color levels that represents the average of the illumination values of each of the 70 points measured in 14 classrooms. The behavior of lighting in general decreases from the center towards the classroom perimeters. In the center of the yellow region, values are between the range of 350 to 375 lux. In the next region, orange region, the measured values are between 300 and 350 lux, whereas in the outer green region, values are less than 300 lux. The average illumination value is 307 lux. Table 3 shows the characteristic of the selected luminaries. These luminaries are selected based on characteristics of classrooms and parameters of energy efficiency. RC660B possesses the highest values of luminous flux, light efficiency and light output at minimum required power and area of installation.
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Figure 1: Color level map showing the average illumination of classrooms using fluorescent luminaries. Table 3: Characteristics of selected luminaries for simulation in DIALux software. Luminary feature
RC125B
RC165V
RC660B
W60L60
W30L120
W60L60
Type
LED
LED
LED
Length [m]
0,6
1,2
0,6
Width [m]
0,6
0,3
0,6
Power [W]
41
41
32
Luminous flux luminary [lm]
3399
3396
3501
Luminous flux lamp [lm]
3400
3400
3500
Light Efficiency
99,98%
99,89%
100,02%
Light output [lm / W]
82,9
82,8
109,4
Color Temperature
3000 K
3000 K
3000 K
Number of installed luminaries
12
9
12
Figure 2 illustrates the different maps of illuminance isolines according to the distribution of luminaries simulated by using DIALux software. The minimum lux points are at the boundaries of the classroom especially at the corners. The maximum lux level is at the center of the classroom where the luminous flux of several luminaries converges. As shown in Figure 2(a), LED RC125B reported a significantly more homogeneous distribution of illumination than the other two luminaries. Figure 2(b) illustrates the lowest levels of illumination. However, while in Figure 2(b) provides three illumination centric zones at 400 lux, for Figure 2(c), this value states at 600 lux. Table 4 compares the VEEI and the average lighting level between the current used FL and the selected luminaries. VEEI for RC125B and RC165V are similar values. By contrast, RC660B denotes a considerably low value of VEEI in comparison to FL. RC660B also presents significant greater levels of illumination than the other luminaries although it is in the second more energy-consumer.
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Figure 2: Isolines generated by DIALux software for luminary (a) LED RC125B; (b) LED RC165V; and (c) LED RC660B. Table 4: Comparison of the VEEI and the average lighting level. FL
RC125B
RC165V
RC660B
VEEI
5,2
1,82
1,81
1,34
Average lighting level [lux]
307
475
359
505
Minimum lighting level [lux]
255
269
185
290
Maximum illumination level [lux]
367
585
477
647
Total power of the classroom [W]
890,4
492
369
384
The results of estimated power by lighting of classrooms, in FICM building, is presented in Table 4. Table 4 also denotes that RC660B is the luminary with maximum average lighting level (505 lux) and minimum VEEI (1.34). For these reasons, RC660B is selected to calculate the energy demanded by lighting in FICM classrooms. At the moment of the measurements, the required power is estimated at 890,4 W, as given in Table 4. However, in comparison to FL, RC660B LED requires approximately 57% less power at 384 W. In a normal week of classes, by the use of fluorescent luminaries, power factor in the electric lighting circuit is cos φ = 0,747 [40]. By the use of LED luminaries, it is considered an increase to 0,9 [41]. By using Equation 2 and power factor at 0,9, apparent power is additionally calculated and presented in Table 5. Ríos, et al. [39] presents a detail study of the PVSP installed in the FICM parking. The PVSP installed in the building's parking lot provides an average apparent power of 3000VA. Comparing this data with the results of the required power in the building (Table 5), it denotes that the photovoltaic arrange is sufficient to power 7 classrooms of level 2 of FICM building. Figure 3 illustrates a schematic of the proposed installation of the integrated solar energy into efficient lighting power in FICM building.
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Table 5: Distribution of classrooms and offices in the FICM building. Levels
Office
Classrooms
Required power using fluorescent luminaries (VA)
Required power using RC660B LED luminary (VA)
offices
classrooms
offices
classrooms
1
8
0
9536
-
3416
-
2
3
7
3576
8344
1281
2989
3
2
5
2384
5960
854
2135
Figure 3: Schematic of the proposal of integration of PVSE-S to the efficient consumption of energy by illumination.
4. Discussion The main contribution of the present study is to compare current electrical lighting installations with simulations proposed by lighting level validation software. Although classrooms might have lighting levels in the reference range from 300 to 750 lux recommended by de Bakker, et al. [42] and Raynham [37], its efficient energy consumption needs to be considered as well. The developed map of illuminance isolines (given in Figure 1) based on measurements of lighting averages of FICM classrooms illustrates zones under the recommended levels of illuminance for academic activities [43, 44]. The comparison between the current installed fluorescent luminaries with LED based- luminaries denotes that the use of LED RC660B luminary performs at higher standards in terms of VEEI, lighting levels and total power as can be seen in Table 4. In classroom with fluorescent luminaries, 33% of measurements are below the established standard at high levels of power at 1192 VA per room approximately. The proposed RC660B simulation presents illuminance levels at the required standard for academic activities with high energy efficient consumption at 427 VA. In addition, this luminary allows to adjust more classrooms with the photovoltaic station in order to minimize the use of the network. When comparing the current system, fluorescent luminaries, with the proposed LED luminaries, an energy saving of 64% is observed. For academic activity in classrooms or laboratories, VEEI is also recommended at 3.5 as the maximum limit. Current system is at 5.2 while the proposed is at 1.34 as given in Table 4. Furthermore, once installed the PVSP to the LED systems at FICM 2 level, 2989 VA of power required will be avoided to be taken from the electric network.
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5. Conclusion This research assessed the current fluorescent lighting system of the FICM, UTA, Ecuador. This study aimed to present the main results obtained from an efficient lighting project to be implemented at FICM, and also proposed the integration of an existing PVSE-S to supply the proposed efficient lighting system. The illuminance level, total apparent power in terms of VA and efficient use of energy were also studied in the current lighting system of FICM classrooms. This study found that 33% of measurements are below the established standard at high levels of power, requiring 1192 VA per classroom approximately. We propose LED luminaries, RC660B instead of FL, which would require only 427 VA per classroom at the required standard for academic activities. This would represent 64% of energy savings. Additionally, this study prosses to use an existing PVSE-S to power seven classrooms in FICM, UTA that would use the proposed LED lighting system. The proposed LED luminary system do not only provide illuminance at the standard levels for academic activities, but also its total power is lower and more efficient in comparison to fluorescent luminaries. Acknowledgements The authors of this research would like to express their gratitude to the Universidad Técnica de Ambato by supporting this study. We would like to also express our thankfulness to the authorities of the Facultad de Ingeniería Civil y Mecánica and the Renewable Energy and Web Architecture – Research & Development, REWA-RD group, for the time resources and literature provided to prepare this article. Appendix A. OBSERVATION SHEET Time:
Number: Building:
Class: Classroom:
Width
Length
Height
Student Desk Maintenance
Reflectance: Ceiling
Wall 1
Height
Material
Luminary
Lamps
Wall 2
Floor
N.
Type
N.
Power
2
3
4
5
6
7
Observations:
Points
1
1 2 3 4 5 6 7 8 9 10
* Please: Write position window, door position, and measurement time.
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