Rospotrebnadzor has given permission to illuminate school classrooms with LED lamps. Requirements for LED lamps in educational institutions

Also, it would seem that there are no clear instructions regarding the mandatory introduction of LED light sources in educational institutions and in the program “On energy saving and increasing energy efficiency”, approved in 2010. You can verify this yourself:
https://docviewer.yandex.ru/?url=http%3A%2F%2Fwww.minenergo.gov.ru%2Fupload%2Fdocs%2Fee%2Fb612746a17...

Well, since there seem to be no clear regulatory documents, the LED industry immediately began to aggressively promote all its products to schools and universities, kindergartens and boarding schools, praising and proving their cost-effectiveness and energy efficiency in every way.

Some of the heads of educational institutions are in no hurry to replace the lighting with LED, some are waiting for clear explanations or orders from government agencies, and some are already forced to change lamps due to the expiration of the current lighting, and often without having a clear and transparent system of requirements, puts into its institutions something that essentially does not correspond even to the currently approved standards.

How to determine which LED lamps are allowed to be installed in educational institutions?

Let's turn on logic and read the current sanitary rules and regulations more thoughtfully in order to predict changes that will more correctly regulate the use of LED lamps in educational institutions when the Ministry of Health completes all work on the next amendments to the current Sanitary Regulations and Regulations.

What specific types of current LED luminaires most closely meet the requirements that are currently in place for lighting schools and kindergartens, as well as other educational institutions?

To do this, it is enough to analyze each sub-clause of the corresponding SanPin in more detail.

A number of today's LED lighting manufacturers limit themselves to the first point:
7.2.1. In all premises of a general education institution, levels of artificial illumination are provided in accordance with the hygienic requirements for natural, artificial, and combined lighting of residential and public buildings.
That is, they receive a general CU certificate, which combines the previously used Certificate of Conformity and Hygienic Certificate. And with this document they are trying to prove to school directors that, supposedly, everything is in accordance with the standards.

But in fact, not all lamps are actually suitable for lighting in classrooms and auditoriums.
To do this, just carefully study the other points of SanPin.

For example, literally the following point should be analyzed with all care:
7.2.2. In classrooms, the general lighting system is provided by ceiling lamps. Fluorescent lighting is provided using lamps according to the color spectrum: white, warm white, natural white.
Lamps used for artificial lighting of classrooms must provide a favorable distribution of brightness in the field of view, which is limited by the discomfort indicator (Mt). The discomfort index of a general lighting lighting installation for any workplace in a classroom should not exceed 40 units.

1) Color emission spectrum This paragraph is very unclear. What this is connected with at the moment is not difficult to guess - most of the current SanPiN inherited the text from an earlier version, since there was no more specific classification for fluorescent lamps.
Now, with the advent of LED analogues and the variety of their color rendering, it is worth noting that in this case LED lamps with light color from 2700K to 5000K should be used. It is this range of color temperatures that is usually referred to as the values warm white(2700K-3500K), white(4000K-5000K), natural white(3500K-4500K).

What is this connected with?
This range is closest to natural light during the day, and is comfortably perceived by vision.
If the softer and more comfortable warm white (2700K-3500K) is more recommended for installation in preschool institutions, then all others (from 3500K to 5000K) are recommended for installation in school classrooms and university auditoriums.
This is directly related to the peculiarities of human perception - the warm white color of the glow has a calming, peaceful effect on us, and is associated with coziness and comfort, while natural white increases performance, perception, and tones up brain activity.

It should be noted that there is another variety - cold white(over 5000K). This glow is the brightest and has the highest contrast, but it increases fatigue and, with prolonged exposure during the day, has a depressing effect on a person. That's why lamps with color values ​​over 5000K are not recommended for educational institutions.

2) Also a very important parameter - color rendering index Ra. It is not directly mentioned in the SanPiN itself (since it indirectly relates to paragraph 7.2.1), but there is a clear gradation of premises according to the characteristics of visual work. It is mentioned in a fairly old but valid document SNiP 23-05-95, to which this SanPiN refers:
http://www.docload.ru/Basesdoc/1/1898/#i772208
And, according to the table from this document, lamps in the premises of educational institutions must have an index of Ra>80.

3) Another extremely important detail - discomfort index Mt. This is a criterion for assessing uncomfortable brightness, which causes unpleasant sensations when the brightness is unevenly distributed in the field of view. The discomfort index (M) characterizes the degree of discomfort or tension in the presence of point sources of increased brightness in the field of view.
That is why all lighting devices (or light sources) in rooms where people stay for a long time have a matte protective shell. In the case of incandescent lamps, these are matte shades; in the case of fluorescent lamps, these are the bulbs of the lamps themselves.

Thus, in order to meet this indicator, all LED light sources in educational institutions must also be hidden behind a matte diffuser, since the spot brightness of LEDs is not comfortably leveled out by other types of diffusers (prism, microprism, crushed ice, etc.).

4) Indirectly, the indicator of discomfort should also include ripple factor. It characterizes the relative depth of illumination pulsation (in%) at a given point in the room when the lamps are powered from an alternating current network. Uncontrolled pulsation of illumination leads to an increased risk of injury when working with moving and, in particular, rotating objects, as well as to visual fatigue. In Russian standards for most visual work it is established Kp value no more than 20.

As for LED light sources, they all operate on constant voltage, and the ripple factor of LED lamps is usually related to how well the driver (power supply of the lamp) converts alternating current to direct current. In the vast majority of cases, pulsation coefficient of LED lamps<5% . Therefore, this criterion can practically be neglected when selecting lamps for educational institutions.

So, let's summarize.

According to current regulatory documents, in preschool, general education and higher educational institutions, LED lamps should be used, which, in addition to the necessary and sufficient values total luminous flux, power, degree of protection, dimensions and overhead installation method, correspond to the following parameters:

1) Light color: 2700K-3500K - for preschool institutions, 3500-5000K - for general education and higher educational institutions.
2) Diffuser type: opal, matte or milky white
3) Color rendering index Ra > 80
4) Ripple factor< 5%

Often, when selecting a lamp, the question of the diffuser material also arises. The regulatory documentation does not contain any instructions on the material of the diffuser for lamps, installed inside the premises of educational institutions, therefore the choice of diffuser material is left to the discretion of the management of the educational institution.

Different materials have different light transmittance and wear resistance, but In most cases, when the question comes down to the cost of the product, the choice falls on cheaper materials, such as lighting polystyrene or polyacrylic(PMMA). In cases where necessary durability of the diffuser to mechanical damage - we can use a more expensive one polycarbonate.

Project coordinator,
Zhivorykin A.N.

FEDERAL SERVICE FOR SUPERVISION IN THE FIELD OF PROTECTION

CONSUMER RIGHTS AND HUMAN WELL-BEING

LETTER

ABOUT THE ORGANIZATION

SANITARY SUPERVISION OVER THE USE OF ENERGY-SAVING

LIGHT SOURCES

The Federal Service for Supervision of Consumer Rights Protection and Human Welfare reports that in accordance with Federal Law dated November 23, 2009 N 261-FZ “On energy saving and increasing energy efficiency and on introducing amendments to certain legislative acts of the Russian Federation” from January 1 As of 2011, incandescent electric lamps with a power of one hundred watts or more, which can be used in alternating current circuits for lighting purposes, are not allowed for circulation on the territory of the Russian Federation. From January 1, 2011, it is not permitted to place orders for the supply of incandescent electric lamps for state or municipal needs that can be used in alternating current circuits for lighting purposes.

To organize general and local artificial lighting in public spaces, it is recommended to use fluorescent and LED lamps as light sources.

The Russian market offers models of compact fluorescent lamps (hereinafter referred to as CFLs) from more than 40 manufacturers, which differ in power, light characteristics, shapes, service life, size, and price. The volume of consumption of energy-saving lamps in the Russian Federation is constantly increasing. Imports of compact fluorescent lamps reached 107 million units in 2011.

In connection with the development of modern energy-efficient light sources, including LEDs and lighting devices based on them, it is necessary to ensure hygienic lighting standards in institutions of general and primary vocational education and in children's health organizations.

The most pressing issue in the use of CFLs is still the problem of their disposal and safety of use. Each such lamp can contain up to 3 - 5 mg of mercury, which is in the aggregate state in the form of vapor. The danger comes from careless handling of used lamps. A broken or damaged lamp bulb releases mercury vapor, which can cause severe poisoning.

Currently, lamps using Amalgam technology are produced in the Russian Federation. In the composition of such a lamp, mercury is not in its pure form (liquid and/or vapor state), but in the form of an amalgam - a chemical solution of mercury in another metal, i.e. in a solid state of aggregation. When the amalgam is heated to 60 °C or higher, mercury vapor is released and participates in the lamp luminescence process. This technological solution prevents mercury vapor from entering a room at room temperature if the integrity of the glass flask is damaged.

In addition, CFLs made in a silicone circuit on top of the lamp are available for sale. The silicone gasket protects the tube and flask, acts as a shock softener when dropped, and limits the spread of mercury.

To minimize pollution of enclosed spaces when CFLs are damaged, it is recommended to use lamps manufactured using the specified technologies.

In addition to compact fluorescent lamps, LED lighting sources have been offered on the lighting equipment market of the Russian Federation since 2010, which have a number of advantages. LED lamps are economical and have energy consumption 80% less than incandescent lamps, and have high shock and vibration resistance. LED lamps do not contain gas, they hardly heat up, and their service life can reach up to 100,000 hours. Such lamps do not contain mercury, which makes them safe in terms of environmental pollution.

In order to determine the possibility of using LED lighting and LED lamps at the Research Institute of Hygiene and Health Protection of Children and Adolescents of the RAMS Institution of the Federal State Budgetary Institution "Scientific Center for Children's Health" of the Russian Academy of Medical Sciences with the participation of employees of the State Enterprise "Scientific and Technological Center for Unique Instrument Making of the Russian Academy of Sciences" and the Research Institute of Building Physics of the Russian Academy Architecture and building sciences have conducted research on the psychophysiological effects of LED lighting and LED lamps on the human body.

The conducted studies showed the possibility of using LED lighting and LED lamps in residential and public buildings.

In this regard, educational authorities in the constituent entities of the Russian Federation, legal entities and individual entrepreneurs, educational and children's health organizations, design organizations must be notified of the possibility of ensuring hygienic lighting standards established by SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for conditions and organization of training in general educational institutions", SanPiN 2.4.3.1186-03 "Sanitary and epidemiological requirements for the organization of the educational and production process in educational institutions of primary vocational education" and SanPiN 2.2.1/2.1.1.1278-03 "Hygienic requirements for natural, artificial and combined lighting of residential and public buildings", in institutions of general and primary vocational education, as well as in children's health institutions, through the use of LED light sources and lighting devices based on them, subject to a number of conditions.

When used in general lighting systems in public buildings and in the educational process, LED lamps must comply with a number of qualitative and quantitative lighting indicators.

School LED lamps from the manufacturer with a guarantee of up to 6 years.

1. The conditional protective angle of luminaires must be at least 90°. This parameter imposes requirements on the design features of lighting fixtures to limit the glare of LED lamps and is measured with a protractor and a square.

2. The overall brightness of lamps should not exceed 5000 cd/m2. Due to the fact that the overall brightness of open LEDs is extremely high, it is impossible to use a luminaire with open LEDs for general lighting of premises. Lighting fixtures must include effective diffusers that reduce overall brightness to the above values. This parameter is measured by a brightness meter.

3. The permissible unevenness in the brightness of the outlet of luminaires Lmax:Lmin should be no more than 5:1. It can be estimated after measurements with a brightness meter as the ratio of the maximum measured brightness to the minimum.

4. The color correlated temperature of white light LEDs should not exceed 4000°K. You can estimate the color temperature of an LED source by the markings on the base or packaging of the lamp.

Color temperature is the temperature of a black body (Planck radiator) at which its radiation has the same color as the radiation of the object in question. It determines the color tone (warm, neutral or cool) of the space illuminated by these sources.

The passport data for luminaires with LEDs intended for general and local lighting installations in institutions of general and primary vocational education must contain information on the overall brightness value, brightness unevenness across the luminaire outlet and the value of the correlated color temperature.

From the 50s of the twentieth century until recently, fluorescent lamps were used without alternative in educational institutions. LEDs, which only appeared at the beginning of the 2000s, firstly, could not compete with discharge lamps in terms of luminous flux. Secondly, they were more expensive. And thirdly, they have not been studied enough to be allowed to be used in rooms where children spend the whole day. Since the advent of LEDs, every 10 years their efficiency has increased by 20 times, and their cost, on the contrary, has decreased by 10 times (Haitz’s Law). The luminous efficiency of $0.08 LEDs is now 110 lm/W. A large number of scientific studies on the safety of new light sources have also accumulated. Now it has become possible to consider what characteristics LED lamps should have so that they can be used in educational institutions: schools, colleges, institutes.

Let's consider the features of lighting classrooms and auditoriums. If you imagine a classroom with rows of desks, full of schoolchildren or students, then what should be the lighting in it? Anyone can formulate an answer to this question if they remember how they sat in class for hours.

Rice. 1. Lighting in the classroom.

Lamps for educational institutions must:

• Provide optimal and uniform illumination on desks, tables, and the teacher’s blackboard. When there is insufficient illumination, the eyes get tired, and when there is too much light, they also get tired. People must read and write comfortably and be able to discern small details in textbooks.
• Ensure good color rendering and do not distort the colors of illuminated objects.
• Be comfortable for the eyes, do not dazzle even when looking directly at the lamp. Both adults and children, lost in thought, often move their eyes along the ceiling; this should not lead to short-term blindness and “bunnies” in the eyes.
• Be the same color. Lamps or lamps of different colors cause an unpleasant feeling that “something is wrong” and distract.
• Do not flash, pulsate, buzz or buzz. A common situation with failed fluorescent lamps is that they enter a cyclic mode or resonate, making it difficult to concentrate.
• Be safe when damaged. It happens that the energy of youth finds a way out in an unexpected direction. If the lamp breaks, you should not: spill mercury, fly fragments, or shock.
• The specialist will only have to add to the above that the lamp must be energy efficient.

An LED lamp meets all the requirements, and in some respects it is even much better than a fluorescent lamp. But! Important clarification: not any LED lamp passes, but only high-quality ones! It is cheap, unreliable lamps that harm both the theme of LED general lighting and the eyes and cause concern. Unfortunately, the market is flooded with low-quality lamps, and to make the right choice, you need to know what the lamps are made of and how they work.

At one time, fluorescent lamps were also met with concerns - there were doubts about the spectral composition of the radiation, and about brightness, and about safety... But, in the end, fluorescent lamps replaced incandescent lamps from the field of general lighting and dominated for 50 years. Now they are being replaced by new light sources.

Installation of an LED lamp for general lighting.

The basis of an LED lamp is a light-emitting crystal or chip. It is this that generates radiation when current flows. The color of the radiation depends on the crystal materials. Most often, phosphor white LEDs are used in general lighting fixtures: the crystal emits blue light, which makes the phosphor applied to the crystal or the inner surface of the lens glow yellow. We perceive the mixture of blue light from the chip and yellow light from the phosphor as white light.

Rice. 2. Structure of a white phosphor LED brand Cree (USA).

Depending on the type and thickness of the phosphor layer, an LED can have different emission color temperatures: from warm white (2600-3500 K) to cool white (5000-8000 K). The smaller the peak in the left, blue part of the spectrum (this is the light from the crystal itself) and the larger the proportion of phosphor radiation (this is the right peak in Fig. 3), the “warmer” the light will be.

Rice. 3. Approximate view of the emission spectra of white phosphor LEDs (in relative units).

The LED lens allows you to remove more light from the crystal, redistributing its radiation in space, and also protects it from mechanical influences. To form the required luminous intensity curve (LIC), reflectors or secondary optics lenses can be additionally installed in the luminaire.

LEDs are placed on printed circuit boards made of aluminum, fiberglass, or getinax, resulting in LED strips. The rulers and the power source are connected to each other and installed in the lamp body.

Rice. 4. View of the LED ceiling lamp GALAD Junior 600 without a diffuser.

What are the key points that characterize the quality of an LED lighting fixture?

1. Brand and type of LEDs.

The production of LED crystals is a high-tech process. Using the method of metal-organic epitaxy, several layers are grown in turn on a sapphire substrate, each of which has its own composition, and the thickness ranges from several micrometers to hundredths of a micrometer. What is important here is the purity and quality of the source materials, the accuracy of cutting, and the thoroughness of subsequent sorting by parameters (binning).

Rice. 5. The structure of the LED crystal, indicating the material of the layers and their thickness. Crystal with contacts on a substrate.

Having bought a lamp with a fake or simply low-quality “no-name” LED, you cannot be sure of its operational or lighting characteristics. Its luminous flux may be less than declared, it may have a different color temperature (and therefore, possibly, a greater amount of blue light in the radiation spectrum that is harmful to vision), and it may fail after a few months of operation. Mechanical defects are common in such products: inaccurately soldered contacts, misaligned crystals and the like.

Rice. 6. Defects of low-quality LEDs: the crystal is not in the center, the crystal is chipped, there are residues of glue and conductive particles.

The LED crystal is extremely sensitive to overheating. With such defects, the crystal heats up unevenly, mechanical stresses arise in it and degradation occurs, which, at best, leads to a decrease in the luminous flux, and at worst, to failure of the LED. The temperature of the crystal also affects the lifetime of the phosphor: due to overheating, the phosphor and the materials in contact with it diffuse into each other faster, and the radiation efficiency decreases. Naturally, a cheap phosphor is more sensitive to heat and degrades faster.

Reputable LED manufacturers (Nichia, Cree, Osram, Lumileds, Seoul Semiconductor, Honglitronic, etc.) guarantee that all parameters comply with those stated in the technical documentation, and their LEDs operate as specified in the passport. No unpleasant surprises.

2. System of lenses and/or reflectors, diffuser.

The light redistributing part must be thought out in the lamp. LEDs themselves have high brightness with small sizes. You cannot look at such light sources directly: excessive brightness, firstly, causes short-term blindness and “bunnies” in the eyes, which in itself is uncomfortable. And secondly, although the light of phosphor LEDs is perceived by us as white, it contains a blue component, and you need to be especially careful with blue light. Studies have shown that it is the light of the short-wave part of the spectrum that is most dangerous for the retina of the eye and, when directly observed, can cause damage to it. It is important to mention that the vitreous body of a child’s eye is more transparent than that of adults; more blue light reaches the retina. Therefore, children's eyes are especially vulnerable. A lamp for children should not use cold-white LEDs (more blue in the spectrum), and the brightness of the lamp should be as uniform as possible.

To reduce glare, you need a diffuser that smoothes and evens out the brightness over its entire area. But one diffuser is not enough; the number, power and location of the LEDs also matter here.

Rice. 7. LED lamps: a). 4 lines of 8 LEDs each and a prismatic diffuser b). 4 lines of 20 LEDs each and a prismatic diffuser c). 14 lines of 14 LEDs each and a microprism-opal diffuser.

The fewer LEDs in the lamp and the more powerful they are, the brighter they will be, and with any diffuser the uneven brightness of the lamp's outlet will be great. Luminous dots, stripes, or “crosses” will be clearly visible, depending on the type of material used. Therefore, the best option in terms of brightness uniformity would be a large number of low-power LEDs and a matte or opal diffuser.

3. Power supply.

LEDs are controlled by current. The higher the current, the higher the emitted luminous flux (see Fig. 7). The technical documentation for each specific model indicates the range of operating currents, subject to which compliance with all declared parameters is guaranteed.

Rice. 8. Dependence of luminous flux (in rel. units) on current for a white phosphor LED with a power of 0.3 W.

Some unscrupulous manufacturers deliberately use cheaper, low-power LEDs, but set an increased current through them, “overclocking” them so that they shine brighter. At first glance, such a lamp will be indistinguishable in terms of lighting characteristics from the “correct” one. But the crystal of a low-power LED is not designed for high currents, the LED overheats, and the number of defects in it increases - areas that do not emit light. The higher the temperature, the more the crystal degrades, and the faster the life of the LED ends. Instead of 50 thousand hours, such a lamp can last, for example, only 2 thousand.

In addition, it is the circuit design of the driver that determines the pulsation coefficient of the luminaire's luminous flux, as well as its protection from power surges in the network and high-voltage microsecond pulses.

What scientific research has been conducted on the topic of LED lighting in schools in Russia? What are their results?

In 2012, in Moscow, at the Phoenix Education Center No. 1666, Russia’s first demonstration and methodological resource room on LED lighting in schools was opened. The office was created by the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Federal State Budgetary Institution "Scientific Center for Children's Health" of the Russian Academy of Medical Sciences with the support of Rusnano, the Fund for Infrastructure and Educational Programs and the Non-Profit Partnership of Manufacturers of LEDs and Systems Based on them (NP PSS).

Evgeniy Dolin, General Director of NP PSS (now APSS), in an interview with Energy Council magazine, spoke about research conducted with the support of Rusnano: “At first, adults were examined, and it was clearly established that if the parameters of the light environment corresponded to the standards of office lighting, the impact of LED lighting was in no way was different, and in a number of indicators it was more positive than fluorescent lamps. People were less tired, labor productivity increased, and the time it took to master a test task decreased. Then they conducted a survey at school on different age groups. There, the effect was so striking that there was no doubt left - properly created lamps with LEDs, assembled into a lighting installation under the guidance of professionals, give only a positive effect. At the end of the year, in children in the group who studied under LEDs for 2 months, visual acuity increased in 80% of cases, and did not decrease, as usually happens in the spring, especially in adolescents.”

Rice. 9. Russia’s first demonstration and methodological resource room on LED lighting in schools, State Educational Institution Center for Education “Phoenix” No. 1666.

Employees of the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Scientific Center for Children and Adolescents of the Russian Academy of Medical Sciences, under the leadership of L. M. Teksheva, conducted a large-scale study at the Phoenix Education Center among students in grades 4-11 - 16 class groups, a total of 370 people. The research team consisted of hygienists, psychophysiologists, ophthalmologists-pediatricians, as well as diagnostic clinical doctors. The influence of two types of lighting, with fluorescent lamps and LED, on changes in the functional state of the child’s body systems (psycho-emotional state, mental performance) and the state of the visual analyzer was studied. Equal conditions were created in both rooms: illumination level - 400 lux; pulsation coefficient – ​​no more than 10%; discomfort indicator – no more than 15 cu. In this case, the correlated color temperature of the light sources was 4500 K in both cases.

Rice. 10. Light distribution of lamps with fluorescent (a) and LED (b) light sources used in the work and their relative emission spectra (c).

According to the study, when working in a classroom with LED lamps compared to lighting with fluorescent lamps:

• There are higher quantitative and qualitative indicators of mental performance among primary school students, and among students in grades 5–11, there is also a significantly lower (2–2.5 times) prevalence of cases of pronounced fatigue.
• Most schoolchildren have a lower prevalence of uncomfortable emotional states during classes, and younger schoolchildren have a lower prevalence of neurosis-like complaints.
• More than 90% of participants in the educational process (students and teachers) rate lighting with LED light sources as comfortable.
• A comprehensive assessment of the state of vision and mental performance of students in grades 5–11 when working with computers showed that the LED lighting environment effectively reduces the negative impact of computer load compared to fluorescent ones.

Thus, studies have shown that LED lighting in classrooms, compared to fluorescent lighting, creates a more favorable light environment for the visual and mental work of students of different ages, their psychophysiological and functional state.

What does the current Russian regulatory documents say about the use of LED lamps in educational institutions?

Official website of the Office of Rospotrebnadzor for the city of Moscow http://77.rospotrebnadzor.ru

On the use of LED lamps in educational institutions

In accordance with the requirements of the Federal Law dated November 23, 2009 No. 261-F “On energy saving and increasing energy efficiency and on introducing amendments to certain legislative acts of the Russian Federation,” since 2010, LED lighting sources have been offered on the lighting equipment market of the Russian Federation, which have a number of advantages . They are more economical, have shock and vibration resistance. LED lamps do not contain gas, they hardly heat up, and their service life can reach up to 100,000 hours. The most important thing is that such lamps do not contain mercury, which makes them safe in terms of environmental pollution.

Conducted studies of LED lamps at the Research Institute of Hygiene and Health Protection of Children and Adolescents of the RAMS Institution of the Federal State Budgetary Institution "Scientific Center for Children's Health" of the Russian Academy of Medical Sciences with the participation of employees of the State Enterprise "Scientific and Technological Center for Unique Instrument Making of the Russian Academy of Sciences" and the Research Institute of Building Physics of the Russian Academy of Architecture and Construction Sciences showed the possibility application of LED lighting and LED luminaires in residential and public buildings.

In accordance with letter No. 01/11157-12-32 dated October 1, 2012, from the head of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare G. G. Onishchenko, when using LED lamps in general lighting systems in premises during the educational process must comply with a number of qualitative and quantitative lighting indicators:

1. The conditional protective angle of the luminaires must be at least 90° to limit the glare of LED lamps.
2. The overall brightness of luminaires should not exceed 5000 cd/m2. Lamps with open LEDs cannot be used for general indoor lighting. Lighting fixtures must include effective diffusers that reduce overall brightness to the required values.
3. The permissible unevenness in the brightness of the outlet of luminaires Lmax:Lmin should be no more than 5:1.
4. The color correlated temperature of white light LEDs should not exceed 4000 K.
5. It is not recommended to use LEDs with a power of more than 0.3 W in lighting installations.

The passport data, as well as on the packaging and marking of the lamp base, must contain information about the power value, overall brightness, brightness unevenness across the luminaire outlet and the value of the correlated color temperature.

Thus, the state officially supports the spread of LED lamps and lamps and explicitly allows their use in educational institutions. There are only a number of requirements that the lamp must meet. And all these requirements are absolutely logical and aimed at creating comfortable, high-quality lighting in classrooms.

However, among the current state standards there is a set of rules SP 256.1325800.2016 “Electrical installations of residential and public buildings. Rules for design and installation” Updated version of SP 31-110-2003 (Order of the Ministry of Construction and Housing and Communal Services of the Russian Federation dated August 29, 2016 No. 602/pr). Subsection 5.3.7 of this document states: “For general lighting of preschool, school and vocational education institutions, as well as in the main functional premises of medical institutions, fluorescent (including compact) lamps and incandescent lamps, including halogen ones, should be used. The use of LED light sources in these premises is not permitted.”

The presence of conflicting regulations makes it difficult to introduce LED lighting in educational institutions. Now the lighting community is actively discussing and trying to resolve this conflict.

Which Russian-made LED lamps are suitable for use in schools and other educational institutions?

1. Lamp GALAD Junior was specially designed for general lighting of schools, education centers, colleges and higher education institutions.

Lamp GALAD Junior:

• complies with the requirements of GOST-R-54350-2015 for lamps for children's institutions;
• complies with SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions”;
• complies with the requirements of the letter of the Head of Rospotrebnadzor G.G. Onishchenko dated October 1, 2012 No. 01/11157-12-32 “On the organization of sanitary supervision over the use of energy-saving light sources.”

Rice. 11. Lamp GALAD Junior 600 LED-35/P/M/4000

GALAD is a leading manufacturer of lighting products and is part of the largest lighting engineering holding in Russia, BL GROUP. Lamps under the GALAD brand are produced at two large Russian factories: the Likhoslavl Lighting Products Plant "Svetotekhnika" (LZSI) and the Kadoshkinsky Electrotechnical Plant (KETZ). GALAD products use LEDs from Cree, Nichia, Osram, Honglitronic and proprietary power supplies from Helvar, Argos, and Mean Well. Before going into mass production, a new lamp model is tested in the testing centers of the holding, and after entering the market - in independent laboratories.

In October 2016, the GALAD Junior 600 LED-35/P/M/4000 lamp was tested under an independent research program. Verified and showed full compliance with the characteristics stated in the catalog.

Confirmed characteristics for GALAD Junior 600 LED-35/P/M/4000

	Declared	Measured
Luminous flux, lm	3150	3164
Power, W	35	35,6
Power factor	0,98	0,98
Luminous efficacy, lm/W	90	88,9
Nominal value Tcv, K	4000	4000
Color rendering index, Ra	> 80	83,5
Light flux pulsation coefficient, %	2	0,4
Dust and moisture protection, IP	20	-
Service life, years	10	-
Warranty, years	3	-
Pace. range, °C	+1…+35	-
Voltage range, V	198…264	-
Housing material	Sheet steel, powder coated
Diffuser type	Microprism-opal

At the Testing Center of VNISI LLC, the lamp was examined according to the parameters of uniformity of brightness of the outlet, and also passed all tests for compliance with the requirements specified above.

Rice. 12. View of the switched on GALAD Junior 600 lamp and visualization of its overall brightness

Measured characteristics for GALAD Junior 600

Thus, according to the test results, the lamp fully satisfies the conditions of Russian regulatory documents and can be recommended for use in educational institutions.

In 2016, domestically produced GALAD Junior LED lamps were installed in the machine knitting room at the Creativity Center for Extracurricular Education in the Samara Urban District. It involves children aged 7 to 18 years, and children with disabilities and disabled people up to 23 years old. Teachers also study in the machine knitting room; master classes are often held there as part of events at the city, regional and all-Russian levels. Both students and teachers are happy with the new lighting. They especially emphasize the good color rendering of lamps, which is especially important when working with a large variety of colored yarns.

Rice. 13. GALAD Junior 600 lamps in the machine knitting room of the Central Educational Institution “Creativity”, Samara.

2. GALAD Vector lamp Designed for illuminating chalkboards in educational institutions.

It is installed on special brackets above the board. The line of LEDs (each power less than 0.2 W) is completely hidden from view. The reflector is designed in such a way that all the light hits the board, creating an even flood light on it.

Rice. 14. GALAD Vector LED-20-4000 lamps.

Characteristics for GALAD Vector LED-20-4000

Conclusion

1. Research shows that lighting with high-quality LED lamps is no worse, but on the contrary, in many ways much better than lighting with fluorescent lamps.
2. At the level of state standards and norms, the use of LED lamps in educational institutions is permitted if they meet a number of conditions.
3. There are lighting devices on the Russian market that satisfy a full list of these conditions, and the process of replacing outdated lighting systems with modern and efficient ones is already underway.

Oshurkova E. S.

LITERATURE
1. Retinal damage induced by commercial Light Emitting Diodes (LED), Imene Jaadane, Pierre Boulenguez, et al.
2. Potential danger of LED lighting for the eyes of children and adolescents, P.P. Zak, M.A. Ostrovsky, “Lighting Engineering” No. 3, 2012.
3. Problems of reliability of LEDs, I.V. Vasiliev, A.T. Ovcharov, T. G. Korzhneva, https://alternativenergy.ru/tehnologii/321-neispravnosti-svetodiodov.html
4. About LEDs, safety and regulatory framework. Interview with E.V. Dolin, Energy Council No. 6, 2013.
5. Hygienic aspects of the use of LED light sources for general lighting in schools, V. R. Kuchma, L. M. Sukhareva, L. M. Teksheva, M. I. Stepanova, Z. I. Sazanyuk, Research Institute of Hygiene and Children's Health and adolescents of the Scientific Center for Health Protection of the Russian Academy of Medical Sciences, Moscow, “Hygiene and Sanitation” No. 5, 2013.
6. Comparative hygienic assessment of lighting conditions with fluorescent lamps and LED light sources in schools, L. M. Teksheva, “Lighting Engineering” No. 5, 2012.
7. The first resource office in Russia on LED lighting of educational premises was opened, March 12, 2012, http://www.rusnano.com/about/press-centre/news/75766
8. Comparative hygienic assessment of lighting conditions with fluorescent lamps and LED light sources, L. M. Teksheva, Research Institute of Hygiene and Health Protection of Children and Adolescents, Scientific Center for Health Protection of the Russian Academy of Medical Sciences, Moscow, 2010.
9. GALAD Junior 600 LED-35: test results of a lamp for educational institutions (Oct. 2016), “LUMEN&Expertunion”,

The main purpose of street lighting is to ensure the safety of traffic participants at night.

The main parameters that, according to Russian standards, are still decisive for street lighting:

• average road surface brightness,
• uniform distribution of road surface brightness,
• service life of lamps.

There are also additional parameters (luminous flux pulsation, color rendering coefficient, correlated color temperature), which certainly affect traffic safety, but, unfortunately, are still not standardized for street lighting. It should be noted that recently they have begun to pay more attention to them, and you need to be prepared for the fact that in the near future they will become part of the regulations.

Advantages of LED lamps compared to gas discharge lamps

The main task of developers and manufacturers of lamps is to ensure compliance with street lighting standards with minimal energy consumption and maximum service life.

This is precisely the main advantage of light-emitting diode (LED) lamps compared to gas-discharge lamps - high luminous efficiency and low energy consumption.

This is achieved by several factors: the LED itself is a very highly efficient converter of electricity to light. Now in mass production there are LEDs with an efficiency of more than 200 lm/W, and laboratory samples have an efficiency of about 300 lm/W. For comparison, commercially produced high-power sodium lamps have an efficiency of 130 lm/W, mercury lamps - no more than 60 lm/W, and low-power lamps have an even lower efficiency - 80 and 40 lm/W, respectively.

The second factor that allows street LED lamps to achieve high efficiency during operation is the direction of radiation. LEDs shine only in one direction, which allows the lamp to achieve efficiency of up to 96%!!! Gas-discharge lamps shine in all directions; they require a special reflector to redirect the light in the desired direction, and this significantly reduces the efficiency of the device. Taking into account the protective glass, the efficiency of standard luminaires with gas-discharge lamps does not exceed 75%.

For example, an 85 W LED lamp produces the same luminous flux (9750 lm) as a 250 W mercury lamp, consuming 260 W power (3 times energy savings!!!)

It should also be taken into account that these efficiency values ​​are achieved by new, newly installed lamps. But LED lamps also have another fundamental advantage: slower degradation of the luminous flux over time. Consequently, a smaller safety factor can be used in calculations.

Also, during actual operation, it turned out that the decrease in luminous flux caused by dust is an order of magnitude higher for gas-discharge lamps than for LED lamps, since LED lamps have only one surface susceptible to contamination (see figure).

It is important not only to produce the maximum luminous flux, but also to distribute it correctly. LED lamps also have an advantage over gas-discharge lamps. The small size of LEDs makes it possible to develop and produce lenses and reflectors for them that use the luminous flux more efficiently to ensure maximum uniformity of the brightness distribution of the road surface and maximum optical efficiency of the lamp compared to reflectors for bulky gas-discharge lamps.

The service life of LED lamps is more than 50,000 hours (over 12 years). All elements of the lamp are durable, unlike lamps with gas-discharge lamps. For comparison, the service life of mercury lamps of the DRL series is 8,000 hours, the best sodium lamps of the DNAT series are 20,000 hours.

Let's consider the additional advantages of LED lamps, which are also important for ensuring traffic safety:

1. Low frequency light pulsations. In traditional gas-discharge lamps, the light pulsation is about 80-100%. This increases driver fatigue and causes a stroboscopic effect, which increases the likelihood of an accident. For most LED lamps, pulsations do not exceed 10-20%.
2. Color rendering index. The color rendering index of LED lamps is 70-90, mercury lamps - 40-60, sodium lamps - 30-40. Taking into account the peculiarities of human twilight vision, the visibility of objects when illuminated by LED lamps is several times higher than when illuminated by sodium lamps. This increases the reaction speed of road users and reduces accidents on the roads.
3. Correlated color temperature. A wide range of LED color temperatures (2400-10000 K) allows you to highlight sections of the road that are particularly important in terms of safety. For example, the main part of the road is illuminated with light with a color temperature of 6000K (cool color), and pedestrian crossings are highlighted with light with a color temperature of 3000K (warm color).
4. Instant switching on when supply voltage is applied and stable performance at any temperature throughout the Russian Federation. Lamps with DRL and HPS lamps start up extremely unsatisfactorily at temperatures below -15°C, and it takes 10-20 minutes to reach the operating mode.
5. Instant restart capability. In gas-discharge luminaires, the lamp will take several minutes to cool before it can be turned on again.
6. No starting currents. The initial current of LED lamps exceeds the rated current by only 15-20%, the starting current of gas-discharge lamps is 2-3 times higher than the rated current.
7. With an increased input voltage, the energy consumption of gas-discharge lamps sharply increases and their service life decreases; in LED lamps, the power is practically independent of the input voltage.
8. LED lamps do not require special disposal conditions, since they do not contain mercury, its derivatives and other toxic, harmful or hazardous constituent materials and substances. All traditional gas-discharge lamps contain mercury or its compounds.
9. LED lamps have the ability to reduce the level of luminous flux at night by reducing power consumption by 30-50%, which leads to significant energy savings.

SANITARY AND EPIDEMIOLOGICAL REQUIREMENTS FOR THE ORGANIZATION OF EDUCATIONAL AND PRODUCTION PROCESS IN EDUCATIONAL INSTITUTIONS OF PRIMARY VOCATIONAL EDUCATION

Sanitary and epidemiological rules and regulations

SanPiN 2.4.3.1186-03

(EXTRACT)

2.4.1. Daylight

2.4.1.1. Educational, training and production, recreational, residential and other premises with permanent residence of students have natural light.

Without natural lighting it is allowed to design:

equipment, washrooms, showers, restrooms at the gym;

showers and staff restrooms;

storerooms and warehouses (except for rooms for storing flammable liquids);

radio centers;

film and photo laboratories;

book depositories;

boiler rooms, pumping water supply and sewerage systems;

ventilation and air conditioning chambers;

control units and other premises for installation and management of engineering and technological equipment of buildings;

rooms for storing disinfectants.

Lighting fixtures for educational classrooms

Lamp power 36 W, 4500 K, 3200 Lm, built-in.

Lamp power 38 W, 5000 K, 3450 Lm, built-in/surface.

Lamp power 36 W, 4000 K, 3800 Lm, built-in/surface. Option - emergency block.

Lamp power 33 W, 4800 K, 2900 Lm, IP54, built-in

2.4.1.2. The main system of natural lighting in classrooms is left-sided. The direction of the main light flux should not be in front or behind the students. When the depth of classrooms is more than 6 meters, right-side lighting is required.

In training and production workshops, assembly and sports halls, lighting systems are used (lateral - one, two- and three-sided) and combined (top and side). The choice of lighting system is determined by the nature of visual work, the dimensions of the room and equipment, the characteristics of the light climate, etc. For workshops with great depth, the best systems should be considered double-sided and combined (in one- and two-story buildings).

The direction of light from the side windows onto the work surface is usually left-handed. In metalworking and turning workshops, the direction of light from the side windows is on the right (this ensures the least shading from the body of the worker and the bulky left side of the lathes).

2.4.1.3. In classrooms, the coefficient of natural light (NLC) should be 1.5% at a distance of 1 m from the wall opposite the light openings, in technical drawing rooms - 2.0%. In the gym, with side lighting - 1.0%, with overhead and combined lighting - 3.0%.

2.4.1.4. In training and production workshops and workplaces of students at enterprises, KEO is provided in accordance with the characteristics of visual work in accordance with the requirements for natural and artificial lighting. In premises specially designed for work or industrial training of adolescents, the normalized value of KEO increases by one category and must be at least 1.0%.

2.4.1.5. The unevenness of natural lighting in educational and industrial premises should not exceed 3:1 (the ratio of the average KEO value to the smallest within the characteristic section of the room). The orientation of the windows of the classrooms should be towards the southern, south-eastern and eastern sides of the horizon. The windows of drawing and painting rooms, as well as the kitchen room, can be oriented towards the northern sides of the horizon; The orientation of the computer room is to the north, northeast.

2.4.1.6. The brightness ratio in the field of view should not exceed 3:1 - between the notebook and the table surface, 10:1 - between the notebook and the wall; 1:3 - between the chalkboard and the wall and 20:1 - between the light opening and the wall.

2.4.1.7. For painting and finishing the surfaces of the interior and equipment of educational premises and training workshops, diffusely reflective materials in a light range of colors should be used: the ceiling and upper part of the walls, doors and window frames are painted white, the walls - light yellow, light blue , light pink, beige, light green colors with a reflection coefficient of at least 0.6 - 0.7; tables - light green and natural wood colors - with a reflection coefficient of at least 0.5; blackboards - dark brown or dark green with a reflectance coefficient of at least 0.2; the floor is in light colors with a reflection coefficient of 0.4 - 0.5.

Lamps for school corridors and utility rooms

Lamp power 15 W, 5000 K, 1750 Lm, built-in/surface-mounted, IP30. Option - emergency block.

Lamp power 18 W, 4000 K, 2100 Lm, built-in/surface.

Lamp power 32 W, 4000 K, 2800 Lm, IP40, overhead. Option - emergency block.

2.4.2.3. Fluorescent lighting is provided in classrooms (incandescent lamps are allowed). LB fluorescent lamps should be used; LHB and LETs lamps can be used. Fluorescent lamps and incandescent lamps should not be used in the same room.

For general lighting of educational premises (offices, classrooms, laboratories), fluorescent lamps should be used: LSO02-2x40, LPO28-2x40, LPO02-2x40, LPO46-4x18-005, other lamps of the type shown with similar lighting characteristics and design can be used .

2.4.2.4. In classrooms, fluorescent lamps with ballasts (ballasts) with a particularly low noise level are used.

2.4.2.5. The required number of lamps and their placement in the room are determined by lighting calculations, taking into account the safety factor in accordance with the requirements for natural and artificial lighting.

In classrooms, lamps with fluorescent lamps are placed parallel to the light-carrying wall at a distance of 1.2 m from the outer wall and 1.5 m from the inner wall. The blackboard is equipped with spotlights and illuminated by two lamps of the LPO-30-40-122(125) type, located 0.3 m above the upper edge of the board and at a distance of 0.6 m in front of the blackboard towards the classroom.

They provide for separate switching on of lamps or individual groups of them (taking into account the arrangement of educational and technological equipment).

2.4.2.6. Working artificial lighting in training and production workshops and enterprises is designed in two systems: general (uniform and localized) and combined (local is added to the general).

2.4.2.7. When performing work of categories I - IV indoors, a combined lighting system should be used. The illumination of the working surface created by general lighting lamps in a combined system must be at least 10% in accordance with the requirements for natural and artificial lighting.

For general lighting in a combined system, predominantly fluorescent lamps should be used, regardless of the type of light source for local lighting. For local lighting, fluorescent or incandescent lamps should be used.

2.4.2.8. Illumination levels for certain types of work performed by teenagers are presented in Appendix 1.

2.4.2.9. The choice of light source should be made taking into account the characteristics of visual performance, the level of illumination, and the requirements for color discrimination in accordance with the requirements for natural and artificial lighting.

2.4.2.10. For general and local lighting of industrial premises with specific environmental conditions (dusty, humid, explosive, fire hazardous, etc.), lamps are used in accordance with their purpose and lighting characteristics.

2.4.2.11. Illumination unevenness (the ratio of maximum to minimum illumination) should not exceed 1.3 for work of categories I - III with fluorescent lamps; with other light sources - 1.5; for work of IV - VII categories - 1.5 - 2.0, respectively. For industrial premises in which work of categories I - IV is carried out, it is necessary to provide for a limitation of reflected brightness.

2.4.2.12. General lighting fixtures should be cleaned of dust at least 2 times a year; replacing burnt out lamps as they fail. Students are not involved in this work. Faulty and burnt-out fluorescent lamps are collected and stored until delivery in places inaccessible to students.

Lamp power 18 W, 4000 K, 2100 Lm. Mounted on a vertical surface using brackets.

Do you have any questions about lighting of educational institutions? Call us, we will be happy to answer all your questions.