Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Sustainability is becoming an increasingly important consideration in many government and business projects, and in the lighting industry it is highly relevant in the design of a new product or installation. People working in the industry need to appreciate the factors associated with triple bottom-line analysis of lighting, the energy considerations, financial analysis and the interwoven performance factors and needs of the people who will be working in a lit environment.

Aims

In this unit you should develop an understanding of the performance issues of lamps and luminaires, both from a energy point of view and the human issues - does it meet the needs of the people working or at leisure in the space.

Objectives

On completion of this unit you should be able to:

1. Demonstrate a sound understanding of choices that affect energy usage in a lighting design and how other factors affecting visual and physical comfort are related to these choices.

2. Make calculations of energy efficient lighting systems and likely payback times, and hence assess their potential for financial energy savings.

3. Demonstrate an understanding of the conflicting issues between owner and occupier towards energy efficiency.

4. Demonstrate an understanding of the integration and control of daylight and sunlight, with artificial lighting in different lighting applications, and techniques of lighting control involving sensors and switching.

5. Critically review daylighting design in buildings and conduct and evaluate shading design for buildings.

Content

Lighting Sustainability - electrical energy usage and subsequent energy analysis techniques, embodied energy - advantages and disadvantages of choosing low energy lamps and luminaries, compromising low energy sources and quality lighting, sensors and sensing techniques for lighting control, energy conservation through dimming and lamp switching, daylighting techniques and techniques for excluding sunlight, potential for energy savings through daylighting, daylighting design and calculations.

Human Factors in Lighting, human factors involved in lighting the visual field. Topics covered include: the definition of the visual field with regard to size, luminance, contrast and time; the extension of threshold studies to practical task situations; the evaluation of visual tasks with regard to difficulty and complexity; the development of measures of discomfort and disability glare; the illuminance and glare scales used in practical standards; methods for the assessment of tasks and environments; experimental techniques of evaluation, such as multi-dimensional scaling. Exercises on the assessment of environments in physical and psychophysical terms are used to support the lectures and demonstrations.

Approaches to Teaching and Learning

In this unit you will learn mostly through formal lecture/discussion groups and undertaking your own design exercises. Basic material will be provided on the Blackboard unit website, allowing time in formal class time or on-line discussion sessions for interactive discussion of requirements and techniques for designing installations that meet Standards and provide acceptable lighting solutions.
This unit will be available both externally and internally. The main avenue for accessing materials and communication with staff will be through QUT's Blackboard system.
This unit is being taught concurrently with an undergraduate offering of the same subject. University policy permits that postgraduate and undergraduate students attend the same lectures. Separate discussion groups will be provided for postgraduate students where student numbers allow. As a postgraduate student you will be required to complete separate assessment tasks.

Assessment

Feedback to students in the formative components of the assessment will occur in one or more of the following forms:

As individual written comments on work returned to the students, worked answer sheets handed out to students or placed on the Blackboard site for this unit; or through class discussions.

It is important for your professional careers that you demonstrate that you have met all the objectives of this unit and to achieve this you should obtain an overall pass mark of at least 50%, and a minimum of 40% of the value of the component in each of the two assessment areas.Feedback to students in the formative components of the assessment will occur in one or more of the following forms : as individual written comments on work returned to the students, worked answer sheets handed out to students or placed on the Blackboard unit website, or through class discussions.

Assessment name: Quiz/Test
Description: (Formative and summative) - Tutorial assignments on the human factor and sustainability issues of lighting.
Relates to objectives: 1, 2, 3 and 4.
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: See Blackboard Site

Assessment name: Laboratory/Practical
Description: (Formative and summative) - Experimental exercises in daylighting.
Relates to objectives: 4 and 5.
Weight: 20%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: See Blackboard Site

Assessment name: Quiz/Test
Description: (Summative) - Daylighting assignment.
Relates to objectives: 1, 2, 3 and 4.
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: See Blackboard Site

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

1. Julian W (1999) Lighting: Basic Concepts, University of Sydney
2. Murdoch (1994) Illumination Engineering: From Edison's Lamp to the Laser, Visions Communications
3. IESNA Lighting Handbook, 9th Edition, Editor M Rea

Students should also make use of the Web to source manufacturer's data and general information on instruments, products and materials.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 24-May-2012