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Optimized lighting leads to optimal performance
This credit promotes efficient, high-performance lighting systems through increased controllability for building occupants. Allowing individuals control over the lighting levels in their workspaces can enhance their comfort, productivity, satisfaction, and overall wellbeing.
Better lighting controls can also increase the efficiency of your lighting system by focusing on task lighting rather than unnecessary ambient lightingLighting in a space that provides for general wayfinding and visual comfort, in contrast to task lighting, which illuminates a defined area to facilitate specific visual work., and can reduce energy use due to cooling loads by allowing...
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13 Comments
Case 1 vs. Case 2 and dimming versus A/V
OK, I am still a little confused based on some of the comments below, but to me it is 100% clear just by the template alone that it is an either/or and not both. That is definitely diffrent than past versions and puzzling why they did this but the template clearly makes you pick one or the other. Am I missing something here? Also, in case 2, they say use general and A/V mode. Can a manually controlled dimmer be considered A/V or does it have to be a preset A/V level achieved with the push of a single buttton? thanks.
David, I am also puzzled since both cases are so easy to meet, compared to the Schools 2007 requirements. I have also been using Case 2 since it's easier to document. Since they don't define A/V mode using footcandle limits like they did in 2007, and since the form only requires you to answer a Yes/No question that the classrooms have general and A/V mode, I don't see why dimmers wouldn't qualify. When they previously had the requirement that A/V mode demonstrate a level between 10 and 20 footcandles, they would probably require a pre-set dimming setting. However they no longer define A/V mode and there's no mechanism on the form to describe the type of controls even if you did include a preset level. I still can't shake the feeling that I'm missing something, but that's my interpretation so far!
Thanks for the reply. It's hard to shake off things that were done in earlier versions that have become less stringent when you know the mentallity is/should be to be more so. However, I suppose the thought behind this would be that the engineer/lighting pro knows the space and potential for glare and the need for note taking, etc., better than a generic space with a predetermined foot candle amount. So I guess I will go with that until proven otherwise. Now for the explanation of only having to choose Case 1 or 2, who knows. Maybe they have come to realize that if you pick Case 2 in a school building a large percentage of the building will be accounted for and therefore not worrying about the left over spaces is ok???
EQc6.1 Documentation
Does LEED have a form for inputing rooms/controllability in Version 3 like they did for Version 2.2?? Or do we just make up our own format?
Yup, on the credit form there are fields for Space ID, Space type, Lighting Control Type, Total Spaces and Total Spaces provided with Control. Does that answer your question?
LEED for Schools Case 1 OR Case 2
Can anyone comment on the Case 1 OR Case 2 for LEED for Schools? The letter template make allows you to use EITHER path, not BOTH as is implied in the text above in the LEED User interpretation. Is there an addendum out there I don't know about that changes this?
I see your confusion. In the reference guide, it is pretty clear that you choose Case 1 OR Case 2. Hope that helps.
What about shared Multi-Occupant spaces that are not classrooms?
Following Case 1, the LEED Reference Guide requires individual lighting controls in spaces occupied by individuals, and also adjustable controls for all learning spacesCore learning spaces are spaces for educational activities where the primary functions are teaching and learning and where good speech communication is critical to a student's academic achievement. These spaces include, but are not limited to, classrooms, enclosed or open plan), instructional pods or activity areas, group instruction rooms, conference rooms, libraries, offices, speech clinics, offices used for educational purposes and music rooms for instruction, practice and performance.. What about shared multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. that are not learning spaces but are regularly occupied, such as kitchens?
Hi Grace,
Multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. that are also regularly occupied would need to have access to "adequate controls to suit its activities". In other words, the staff that works inside the kitchen, would need to be able to have control over their lighting to help them accomplish their tasks.
Lauren
Schools - Case 1 and 2
The LEED for Schools 2009 requirements have a Case 1 (admin offices and learning spacesCore learning spaces are spaces for educational activities where the primary functions are teaching and learning and where good speech communication is critical to a student's academic achievement. These spaces include, but are not limited to, classrooms, enclosed or open plan), instructional pods or activity areas, group instruction rooms, conference rooms, libraries, offices, speech clinics, offices used for educational purposes and music rooms for instruction, practice and performance.) and a Case 2 (classrooms only). These seem to be presented as an either/or situation where you pick one Case or the other. Based on the requirements for each Case, I would think they would want you to comply with both requirements instead of either. But the LEED Online form seems to want you to select one, and it tallies a point if just one case is documented. Compared to the LEED for Schools 2007 requirements, both cases seem very easy, and if you truly pick one or the other it becomes ridiculously easy. Am I missing something?
Hi Carrie,
Have you checked the latest LEED Online v3 Form Fix Log, saved here: http://www.usgbc.org/DisplayPage.aspx?CMSPageID=1447
It may be that you need to request an update to the Credit Form. Just realize that if they update your Credit Form on LEED Online for EQc6.1, it will erase any work already entered into the form. So make sure you save your work on your desktop beforehand.
If that doesn't work, you can provide Feedback to Credit Forms through the Feedback tab on LEED Online v3.
Sometimes, when these efforts aren't working, I'll just provide an attached narrative for my reviewer to explain how the Credit Form isn't cooperating but that I feel I'm meeting the Credit requirements per the Reference Guide. If you can quote the Reference Guide language verbatim, it's pretty difficult for a reviewer to deny you credit. The reviewers also realize that the Credit Forms are continually in the process of being updated.
Lauren
i guess we don't qualify for credit...
the first phase of this project will only be multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. - so the first portion of thecredit can't be met.
can you confirm? is there another option?
Lisa, you're not required to have multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. to earn the credit. It's a matter of "If you have multi-occupant spaces, here's what you have to do for them."
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