Download Fluorescent Lights - Schuylkill Technology Center

RESIDENTIAL & INDUSTRIAL
ELECTRICITY

NAME:
DATE:
DUE DATE:

Level 2
Schuylkill Technology
CenterSouth Campus
15 Maple Avenue
Marlin, Pennsylvania 17951
(570) 544-4748
COURSE TITLE:
Advanced Electrical Wiring
DUTY TITLE:
Fixtures
DUTY NUMBER:
900
TASK # 17:
Install Fluorescent Lights According to the N.E.C.
PURPOSE:
To Install a Fluorescent Light According to the N.E.C.
Standards.
TASKS:
801 Install surface-mounted lighting fixture.
802 Install recessed lighting fixtures.
REVISION: 2016
NOTE: Understanding and installing Fluorescent lights is not on the present
Program of Study Task list; however this is an important task all electricians should
understand to work in the residential electricity trade. The P.O.S. numbers are
from the present task listing that have been adapted to fit in this task.
1
*CORE CURRICULUM STANDARDS*
ENGLISH LANGUAGE ARTS
CC.1.2.11-12.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content,
choosing flexibly from a range of strategies and tools.
MATH
CC.2.1.HS.F.4 Use units as a way to understand problems and to guide the solution of multi-step problems.
CC.2.1.HS.F.6 Extend the knowledge of arithmetic operations and apply to complex numbers.
READING IN SCIENCE & TECHNOLOGY
CC.3.5.11-12.B. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
WRITING IN SCIENCE & TECHNOLOGY
CC.3.6.11-12.E. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
CC.3.6.11-12.F. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation
2
*ACADEMIC STANDARDS*
*ACADEMIC STANDARDS *
READING, WRITING, SPEAKING & LISTENING
1.1.11.A Locate various texts, assigned for independent projects before reading.
1.1.11.D Identify strategies that were most effective in learning
1.1.11.E Establish a reading vocabulary by using new words
1.1.11.F Understanding the meaning of, and apply key vocabulary across the various subject areas
1.4.11.D Maintain a written record of activities
1.6.11.A Listen to others, ask questions, and take notes
MATH
2.2.11.A Develop and use computation concepts
2.2.11.B Use estimation for problems that don’t need exact answers
2.2.11.C Constructing and applying mathematical models
2.2.11.D Describe and explain errors that may occur in estimates
2.2.11.E Recognize that the degree of precision need in calculating
2.3.11.A Selecting and using the right units and tools to measure precise measurements
2.5.11.A Using appropriate mathematical concepts for multi-step problems
2.5.11.B Use symbols, terminology, mathematical rules, Etc.
2.5.11.C Presenting mathematical procedures and results
SCIENCE
3.1.12.A Apply concepts of systems, subsystems feedback and control to solve complex technological problems
3.1.12.B Apply concepts of models as a method predict and understand science and technology
3.1.12.C Assess and apply patterns in science and technology
3.1.12D Analyze scale as a way of relating concepts and ideas to one another by some measure
3.1.12.E Evaluate change in nature, physical systems and man-made systems
3.2.12.A Evaluate the nature of scientific and technological knowledge
3.2.12.B Evaluate experimental information for appropriateness
3.2.12.C Apply elements of scientific inquiry to solve multi – step problems
3.2.12.D Analyze the technological design process to solve problems
3.4.12.A Apply concepts about the structure and properties of matter
3.4.12.B Apply energy sources and conversions and their relationship to heat and temperature
3.4.12.C Apply the principles of motion and force
3.8.12.A Synthesize the interactions and constraints of science
3.8.12.B Use of ingenuity and technological resources to solve specific societal needs and improve the quality of life
3.8.12.C Evaluate the consequences and impacts of scientific and technological solutions
ECOLOGY STANDARDS
4.2.10.A Explain that renewable and non-renewable resources supply energy and material.
4.2.10.B Evaluate factors affecting availability of natural resources.
4.2.10.C Analyze the use of renewable and non-renewable resources.
4.2.12.B Analyze factors affecting the availability of renewable and non-renewable resources.
4.3.10.A Describe environmental health issues.
4.3.10.B Explain how multiple variables determine the effects of pollution on environmental health, natural processes and human practices.
4.3.12.C Analyze the need for a healthy environment.
4.8.12.A Explain how technology has influenced the sustainability of natural resources over time.
CAREER & EDUCATION
13.1.11.A Relate careers to individual interest, abilities, and aptitudes
13.2.11.E Demonstrate in the career acquisition process the essential knowledge needed
13.3.11.A Evaluate personal attitudes that support career advancement
ASSESSMENT ANCHORS
M11.A.3.1.1 Simplify expressions using the order of operations
M11.A.2.1.3 Use proportional relationships in problem solving settings
M11.A.1.2 Apply any number theory concepts to show relationships between real numbers in problem solving
3
STUDENT
The student will be able to install a fluorescent light according to the National Electric
Code’s standards.
TERMINAL PERFORMANCE OBJECTIVE
Given all the electrical tools and materials required, the student will install a fluorescent
light to 100% accuracy and in accordance with the National Electric Code.
SAFETY
 Always wear safety glasses when working in the shop.
 Always check with the instructor before turning power on.
 Always use tools in the correct manner.
 Keep work area clean and free of debris.
 Never wire a project without the correct wiring diagram.
RELATED INFORMATION
1. Attend lecture by instructor.
2. Obtain handout.
3. Review chapters in textbook.
4. Define vocabulary words.
5. Complete all questions in this packet.
6. Complete all projects in this packet.
7. Complete K-W-L Literacy Assignment by Picking an Article From the
“Electrical Contractor” Magazine Located in the Theory Room. You can
pick any article you feel is important to the electrical trade.
EQUIPMENT & SUPPLIES
1. Safety glasses
12. Fluorescent light fixture
2. Hammer
13. Switches
3. Screw driver
14. Device boxes
4. Awl
15. Grounding screws
5. Wire strippers
16. Wire staples
6. Side cutters
17. Romex connectors
7. Cable rippers
18. Device covers
8. Lineman pliers
19. Wood screws
9. Needle nose pliers
20. Electrical tape
10. Romex cable
21. Fluorescent light bulbs
11. Wire nuts
4
Introduction
Installation of the lighting fixtures in a house will be one of the last things an electrician
does to complete the residential electrical system. The ceilings and walls will have their
final coat of paint or other finish already applied. Choosing the lighting fixture types to
be used throughout a house is usually done during the initial planning stages for the
installation of the electrical system. Planning early allows the electrician to install the
proper rough-in wiring and electrical boxes required for a specific lighting fixture type.
The electrical connections for most types of lighting fixtures used in residential wiring
are very similar. However, the method of mounting the fixtures to a wall or ceiling varies
with the type of fixture used. Manufacturers of lighting fixtures enclose installation
instructions with each lighting fixture and should always be consulted during the
installation. This chapter introduces you to basic lighting fundamentals, lamp types, and
common lighting fixture types used in residential lighting systems. The methods most
often used for installing lighting fixtures are also covered.
Upon completion of this chapter, the student should be able to:

Demonstrate an understanding of lighting basics.

Demonstrate an understanding of common lamp and lighting fixture terminology.

Demonstrate an understanding of the three different lamp types used in residential
applications: incandescent, fluorescent, and high-intensity discharge.

Select a lighting fixture for a specific residential living area.

Demonstrate an understanding of the installation of common residential lighting
fixtures.
A. Lighting Basics
1. National Electrical Code® uses term “luminaire” when referring to lighting fixtures
2. Light is visible portion of electromagnetic spectrum
3. Lamp manufacturer concerns
a. Color temperature
• Measurement of color appearance
• Measured in degrees Kelvin (°K)
b. Color rendering
c. Lamp efficiency
d. Standard for determining quality of light based on sunlight that strikes object at high
noon
5
e. Light output measured in “lumens;” amount of energy used by lamp type is measured
in watts
• Lumen
• Efficacy
• Foot-candles and candlepower
B. Overview of Lamp Types Found in Residential Lighting
1. Incandescent lamps
a. First type of electric lamp
b. Improvements over the years
• Tungsten halogen lamp
c. Most common lamp type used in residential systems
• Wide variety of sizes and styles
• Lowest initial cost of any lamp type
• Produces warm light that produces excellent color tones
• Easily controlled with dimmers
• Very inefficient
2. Fluorescent lamps and ballasts
a. Fluorescent lamps referred to as “electric discharge lamps” by NEC®
b. Two electrical requirements
• High-voltage source needed to start lamp
• Current flow must be regulated
c. Ballast provides voltage surge needed to start lamp, controls current that allows lamp
to operate efficiently
• Magnetic ballast
• Electronic ballast
d. Class P ballast
• Section 410.73(E)
e. Preheat circuit
f. Rapid-start circuit
g. Instant-start circuit
h. Compact fluorescent lamps
6
3. High-intensity discharge lamps
a. Gaseous discharge lamp
b. Requires use of ballast to operate properly
c. Three types available today
• Mercury vapor
• Metal halide
• Sodium vapor
4. Lamp characteristics
a. Table 1
C. Selecting the Appropriate Lighting Fixture
1. Article 410 of National Electrical Code® covers fixture mounting, supporting,
clearances, construction requirement
2. Each fixture comes with specific installation instructions provided by the
Manufacturer
3. Each fixture comes with labeling that informs installer about restrictions
4. Each fixture should carry label of a nationally recognized testing laboratory
a. Underwriters Laboratories (UL)
b. Canadian Standards Association (CSA)
c. Electrical Testing Laboratories (ETL)
5. Residential lighting divided into four groups
a. General
• Provides room, other areas with adequate overall lighting
b. Accent
• Used to focus attention on particular area or object, such as a fireplace or work of art
c. Task
• Provides adequate light source for tasks to be performed without distracting glare or
shadows
d. Security
• Designed to meet safety and security concerns around exterior of house
e. Four considerations when selecting light fixtures for particular location
• Match both lamp and fixture to desired application
7
• Determine how important color rendition is to lighting application
• Consider energy efficiency of lamp and fixture
• Determine if lamp life is an issue
6. Recessed luminaires
a. Usually incandescent but also can be fluorescent
b. Typical recessed incandescent fixture
c. Two separate parts
• Rough-in frame
• Trim
Recessed incandescent light fixture rough-in frames and trim rings are sold separately. Be
sure to get both parts when purchasing the light fixtures.
d. Insulation rating types
• Type IC
• Type Non-IC
e. Four main types of trim rings
• Open baffle
• Down light
• Fish eye
• Waterproof
The fish-eye trim is not a good choice for high ceilings or cathedral ceilings. Changing
lamps can be extremely difficult unless you have the proper ladder. Telescoping tools
designed for changing lamps will not work with this style trim ring. They simply push the
fish-eye part of the trim ring back up into the can.
7. Surface-mounted luminaire
a. Can be incandescent or fluorescent
b. Designed for either wall or ceiling mounting
c. Wall-mounted lighting fixtures also called sconces
d. Ceiling-mounted fixtures
e. Three basic types of ceiling-mounted fixtures
• Direct mount
• Chandelier
• Pendant
8
D. Installing Common Residential Lighting Fixtures
1. Three factors to consider.
Make sure the power to the circuit is disconnected before starting to install a lighting
fixture. Many electricians are needlessly shocked because they assumed the power had
been turned off. Always check the circuit with a voltage tester before beginning, and
make sure the circuit is locked out.
a. Light fixtures
• Fragile, easily damaged or broken
• Handle and store with care
b. Read manufacturer’s instructions that come with each lighting fixture
before you start installation.
c. When installing incandescent lighting fixtures, ensure that they are connected to
electrical system with proper polarity
• Section 410.23
On some lighting fixtures, especially the ones hung with a chain, the fixture wiring is not
color coded and at first glance the grounded wire and the ungrounded wire are not
distinguishable from each other. However, you will find that one of the wires has a
smooth surface and one has a ribbed surface. The lead with the ribbed surface is the
grounded conductor, and the lead with the smooth surface is the ungrounded conductor.
2. Direct connection to lighting outlet box
a. Keyless fixtures
b. Pull-chain fixtures
3. Direct connection to ceiling
a. Surface-mounted fluorescent fixtures installed, connected to electrical system in a
slightly different manner
4. Strap to lighting outlet box
5. Stud and strap connection to lighting outlet box.
a. Extra mounting support needed for larger, heavier types
6. Recessed luminaire installation
a. Recessed incandescent lighting fixtures
• Make sure power to circuit is off
• Review instructions
• Wear proper safety gear
9
• Install appropriate trim rings with provided springs or clips
• Make sure trim ring is listed for use with installed can light
• Install recommended lamp
• Test fixture for proper operation
b. Recessed fluorescent lighting fixtures
• Make sure power to circuit is off
• Review instructions
• Wear proper protective gear
• Install recommended lamps
• Test fixture for proper operation
• Install fixture lens
7. Luminaire installation in dropped ceilings
a. Ensure fixture is listed for that type of installation
• Suitable for use in suspended ceilings
• Suitable for mounting on low-density cellulose fiberboard
Fluorescent lighting fixtures installed in a dropped ceiling grid are often referred to by
electricians as a “troffer.”
8. Outside luminaire installation
a. Review method that is appropriate for fixture you are installing
b. Determine whether fixture is listed for desired application
c. Check with local code enforcement office for regulations concerning placement of
outdoor fixtures
10
PROCEDURE
CC.2.1.HS.F.4 Use units as a way to understand problems and to guide the solution of multi-step
problems.
CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
1.6.11A Listen to others, ask questions, and take notes
3.4.12.B Apply energy sources and conversions and their relationship to heat and temperature
1. First determine what the function of the project is following the schematic
diagram in this packet.
2. Next draw the schematic and wiring diagram for the project. This will be your
“blueprint” to follow during the wiring process. (See example)
3. Next list all the materials you will need to complete the project.
4. Using a screw driver and wood screw install the device box. The SUGGESTED
height of a receptacle is 18”. (Consult the National Electric Code for any specific
requirements.)
5. Using a screw driver install the romex connectors into the device box.
6. The next step is to run the romex cable to each box. Using the screw driver,
secure the cable in the romex connectors. (Run wires in studs, neatly, to each
device box.
7. Using the cable ripper’s, strip off the insulation from the romex cable.
8. Using the side cutters, cut away excess insulation from the romex cable.
9. Using the wire strippers, strip off one inch of insulation from each conductor.
(NOTE: The conductors should extend from the device box a minimum of six (6)
inches.)
Now you are ready to install the devices.
10. First, using the required tools, secure the grounds to the box and the device.
11. Using the lineman pliers, perform a pigtail splice to secure the grounds to each
other.
12. Install a wire nut onto the splice and tighten.
13. Following the wiring diagram, install the black wire onto the “gold” or “brass”
colored screw.
14. Following the wiring diagram, install the white wire onto the “silver” or
“aluminum” colored screw.
11
FIELD NOTES
a. IT IS A GOOD HABIT TO WRAP ELECTRICAL TAPE AROUND
THE DEVICE AFTER THE WIRES ARE CONNECTED AND YOU
ARE READY TO INSTALL THE DEVICE INTO THE HANDY
BOX. THIS WILL HELP IN INSULATING THE WIRES SO THEY
DO NOT COME IN CONTACT WITH THE METAL HANDY BOX.
15. Using the device screws and screw driver secure the receptacle into the device
box and install cover plate.
16. Using the required electrical tools, strip off the insulation from the romex cable
and strip of the insulation from each conductor.
17. Hook up the power wire to the power supply. (Black to Black, White to White,
and the Ground to Green.)
18. The final step is to ask the instructor to evaluate the project. The instructor will
turn the power on if the project is safe after inspection.
19. When the project is approved, turn in the schematic and wiring diagram with the
material list for final approval.
NOTE: All romex cable should be secured with the wire staples. The romex cable
must be stapled within six (6) inches of the device box.
12
VOCABULARY
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
level reading and content, choosing flexibly from a range of strategies and tool
CC.3.5.11-12.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Inductive kick:

Cathode:

Mercury vapor:

Rapid start ballast:

Instant start ballast:

Luminaries:

Pre heat ballast:

Starter:

Ballast:

Candlepower:

Class P ballast:

Fluorescent lamp:

Foot-candle:
13

High-intensity discharge (HID) lamp:

Incandescent lamp:

Lumen:

Sconce:

Troffer:

Efficacy:

L.E.D:
14

WHAT IS THIS DEVICE?

DESCRIBE THE FUNCTION OF THIS DEVICE:
15
MINIMUM OF TEN (10) NATIONAL ELECTRIC CODE ARTICLES THAT
PERTAIN TO THIS PROJECT. (ARTICLE NUMBER AND EXPLANATION IN
YOUR OWN WORDS!)
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
16
REFERENCE
PAGES
17
Let There Be Light
To understand fluorescent lamps, it helps to know a little about light itself. Light is a
form of energy that can be released by an atom. It is made up of many small particlelike packets that have energy and momentum but no mass. These particles, called light
photons, are the most basic units of light.
Atoms release light photons when their electrons become excited. If you've read How
Atoms Work, then you know electrons are the negatively charged particles that move
around an atom's nucleus (which has a net positive charge). An atom's electrons have
different levels of energy, depending on several factors, including their speed and
distance from the nucleus. Electrons of different energy levels occupy different orbitals.
Generally speaking, electrons with greater energy move in orbitals farther away from
the nucleus.
When an atom gains or loses energy, the change is expressed by the movement of
electrons. When something passes energy on to an atom -- heat, for example -- an
electron may be temporarily boosted to a higher orbital (farther away from the
nucleus). The electron only holds this position for a tiny fraction of a second; almost
immediately, it is drawn back toward the nucleus, to its original orbital. As it returns to
its original orbital, the electron releases the extra energy in the form of a photon, in
some cases a light photon.
The wavelength of the emitted light depends on how much energy is released, which
depends on the particular position of the electron. Consequently, different sorts of
atoms will release different sorts of light photons. In other words, the color of the light
is determined by what kind of atom is excited.
18
Fluorescent lamp
A compact fluorescent lamp with an integrated electronic ballast
A fluorescent lamp is a type of lamp that uses electricity to excite mercury vapor in argon
or neon gas, resulting in a plasma that produces short-wave ultraviolet light. This light
then causes a phosphor to fluoresce, producing visible light.
Unlike incandescent lamps, fluorescent lamps always require a ballast to regulate the
flow of power through the lamp. In a compact fluorescent light bulb, the ballast is
integrated with the lamp, allowing it to be used in the sockets for incandescent lamps.
History
The earliest ancestor of the fluorescent lamp is probably the device by Heinrich Geissler
who obtained in 1856 a bluish glow from a gas sealed in a tube, excited with an induction
coil. Though he is remembered as a physicist, Geissler was educated as a glassblower.
At the 1893 World's Fair, the World Columbian Exposition in Chicago, Illinois, Nikola
Tesla's fluorescent lights were displayed.
In 1894, D. McFarlane Moore created the Moore lamp, a commercial gas discharge lamp
meant to compete with the incandescent light bulb of his former boss Thomas Edison.
The gases used were nitrogen and carbon dioxide emitting respectively pink and white
light, and had moderate success.
In 1901, Peter Cooper Hewitt demonstrated the mercury-vapor lamp, which emitted light
of a blue-green color, and thus was unfit for most practical purposes. It was, however,
very close to the modern design. This lamp had some applications in photography where
color was not yet an issue, thanks to its much higher efficiency than incandescent lamps.
Edmund Germer and coworkers proposed in 1926 to increase the operating pressure
within the tube and to coat the tube with fluorescent powder which converts ultraviolet
light emitted by a rare gas into more uniformly white-colored light. Germer is today
recognized as the inventor of fluorescent lamp.
General Electric later bought Germer's patent and under the direction of George Inman
brought the fluorescent lamp to wide commercial use in 1938.
19
Principles of operation
The main principle of fluorescent tube operation is based around inelastic scattering of
electrons. An incident electron (emitted from the coils of wire forming the cathode
electrode) collides with an atom in the gas (such as mercury, argon or krypton) used as
the ultraviolet emitter. This causes an electron in the atom to temporarily jump up to a
higher energy level to absorb some, or all, of the kinetic energy delivered by the colliding
electron. This is why the collision is called 'inelastic' as some of the energy is absorbed.
This higher energy state is unstable, and the atom will emit a photon (a "packet of light
energy") to allow the atom's electron to revert to a lower, more stable, energy level. The
photons that are released from the chosen gas mixtures tend to have a wavelength in the
ultra-violet part of the spectrum. This is not visible to the human eye, so must be
converted into visible light. This is done by making use of fluorescence. This fluorescent
conversion occurs in the phosphor coating on the inner surface of the fluorescent tube,
where the ultra-violet photons are absorbed by electrons in the phosphor's atoms, causing
a similar energy jump, then drop, with emission of a further photon. The photon that is
emitted from this, second, interaction has a lower energy then the one that caused it, and
the chemicals that make up the phosphor are specially chosen so that these emitted
photons are at wavelengths visible to the human eye. The difference in energy between
the absorbed ultra-violet photon and the emitted visible light photon goes to heat up the
phosphor coating.
Mechanism of light production
A fluorescent lamp bulb is filled with a gas containing low pressure argon (or more rarely
argon-neon or sometimes even krypton) and mercury vapor. The inner surface of the bulb
is coated with a fluorescent paint made of varying blends of metallic and rare-earth
phosphor salts. The bulb's cathode is typically made of coiled tungsten which is coated
with a mixture of barium, strontium and calcium oxides (chosen to have a relatively low
thermionic emission temperature). When the light is turned on, the electric power heats
up the cathode enough for it to emit electrons. The electrons convert the gases in the bulb
to a plasma. Electrons in the plasma bombard the noble gas atoms, ionizing the gas (see
avalanche ionization) and causing its resistance to rapidly drop and consequently its
conductivity to rise, allowing higher currents to flow through the lamp. The mercury,
which exists at a stable vapour pressure equilibrium point of about one part per thousand
in the inside of the tube (with the noble gas pressure typically being about 0.3% of
atmospheric pressure (1 atm)), is then likewise ionized, causing it to emit light in the
ultraviolet (UV) region of the spectrum predominantly at wavelengths of 253.7 nm and
185 nm. The efficiency of fluorescent lighting owes much to the fact that low pressure
mercury discharges emit about 65% of their total light at the 254 nm line (also about 1020% of the light emitted in UV is at the 185 nm line). The UV light is absorbed by the
bulb's fluorescent coating, which re-radiates the energy at lower frequencies (longer
wavelengths) (see stokes shift) to emit visible light. The blend of phosphors controls the
color of the light, and along with the bulb's glass prevents the harmful UV light from
escaping.
20
Electrical aspects of operation
Fluorescent lamps are negative resistance devices. This means that as more current flows
through them and more gas is ionized, the resistance of the fluorescent lamp drops and
this would allow even more current to flow through them! Connected directly to a
constant-voltage mains power line, a fluorescent lamp would rapidly self-destruct due to
the unlimited current flow. Because of this, fluorescent lamps are always used with some
sort of auxiliary electronics that regulates the current flow in the tube. This auxiliary
device is commonly called a ballast.
While the ballast could be (and occasionally is) as simple as a resistor, substantial power
is wasted in a resistive ballast so ballasts usually use a reactance (inductor or capacitor)
instead. For operation from mains voltage, the use of simple inductor (a so-called
"magnetic ballast") is common. In countries that use 120 V AC mains, the mains voltage
is insufficient to light large fluorescent lamps so the ballast for these larger fluorescent
lamps is often a step-up autotransformer with substantial leakage inductance (so as to
limit the current flow). Either form of inductive ballast may also include a capacitor for
power factor correction.
More sophisticated ballasts may employ transistors or other semiconductor components
to convert mains voltage into high-frequency AC while also regulating the current flow in
the lamp. These are referred to as "electronic ballasts".
Fluorescent lamps which operate directly from mains frequency AC will flicker at twice
the mains frequency, since the power being delivered to the lamp will drop to zero twice
per cycle. This means that the light will flicker at the rate of 120 times per second (Hz) in
countries which use 60-cycle (60 Hz) AC, and 100 times per second in those which use
50 Hz. This same principle applies to the occasional hum one hears from fluorescent
lamps, which is primarily caused by the ballast. Both the annoying hum and flicker are
eliminated in lamps which use a high-frequency electronic ballast, such as the
increasingly popular compact fluorescent bulb.
Although most people cannot directly see 120 Hz flicker, some people [1][2] report that
120 Hz flicker causes eyestrain and headache. Dr. J. Veitch has found that people have
better reading performance using high-frequency (20-60 kHz) electronic ballasts than
magnetic ballasts (120 Hz)[3].
Method of 'starting' a fluorescent lamp
The mercury atoms in the fluorescent tube must be ionized before the arc can "strike"
within the tube. For small lamps, it does not take much voltage to strike the arc and
starting the lamp presents no problem, but larger tubes require a substantial voltage (in
the range of a thousand volts). In some cases, that is exactly how it is done: "instant start"
fluorescent tubes simply use a high enough voltage to break down the gas and mercury
column and thereby start arc conduction. These tubes can be identified by the facts that
1. They have a single pin at each end of the tube and
21
2. The lamp holders that they fit into have a "disconnect" socket at the low-voltage
end to ensure that the mains current is automatically removed so that a person
replacing the lamp cannot receive a high-voltage electric shock.
In other cases, a separate starting aid must be provided. Old fluorescent designs used a
combination filament/cathode at each end of the lamp in conjunction with a mechanical
or automatic switch that would initially connect the filaments in series and thereby
"preheat" the filaments prior to striking the arc. Because of thermionic emission, the
filaments would readily emit electrons into the gas column, creating a glow discharge
near the filaments. Then, when the starting switch opened up, the inductive ballast would
create a voltage surge which would (usually) strike the arc. If so, the impinging arc then
kept the filament/cathode warm. If not, the starting sequence was repeated. If the starting
aid was automatic, this often led to the situation where an old fluorescent lamp would
flash time and time again as the starter repeatedly tried to start the worn-out lamp. More
advanced starters would "trip out" in this situation and not attempt another start until
manually reset.
Newer lamp and ballast designs (known as "rapid start" lamps) provide true filament
windings within the ballast; these rapidly and continuously warm the filaments/cathodes
using low-voltage AC. Unfortunately, there is no inductive voltage surge produced so the
lamps must usually be mounted near a grounded (earthed) reflector to allow the glow
discharge to propagate through the tube and initiate the arc discharge. Electronic ballasts
often revert to a style in-between the preheat and rapid-start styles: a capacitor or other
electronic circuit may join the two filaments, providing a conduction path that preheats
the filaments but which is subsequently shorted out by the arc discharge. Generally this
capacitor also forms, together with the inductor that provides current limiting in normal
operation, a resonant circuit, increasing the voltage across the lamp so that it can easily
start. Some electronic ballasts use programmed start, the output AC frequency is started
above the resonance frequency of the output circuit of the ballast, and after the filaments
are heated the frequency is rapidly decreased. If the frequency approaches the resonant
frequency of the ballast, the output voltage will increase so much that the lamp will
ignite. If the lamp does not ignite an electronic circuit stops the operation of the ballast.
22
Phosphors and the spectrum of emitted light
Spectrum of a typical fluorescent light. For an explanation of the origin of the peaks
click on the image. Note that several of the spectral peaks are directly generated from the
mercury arc.
Many people find the color spectrum produced by some fluorescent lighting to be harsh
and displeasing. It is common for a healthy person to appear with a sickly bluish skin
tone under fluorescent lighting. This is due in part to the presence of prominent blue and
green lines emitted directly by the mercury arc and in part to the type of phosphor used.
Many pigments appear a slightly different color when viewed under fluorescent light
versus incandescent. This is mainly the case with fluorescent lamps containing the older
halophosphate type phosphors (chemical formula Ca5(PO4)3(F,Cl):Sb3+,Mn2+), usually
labeled as "cool white". The bad color reproduction is due to the fact that this phosphor
mainly emits yellow and blue light, and relatively little green and red. To the eye, this
mixture looks white, but light reflected from surfaces has an incomplete spectrum. More
expensive fluorescent lamps use a triphosphor mixture, based on europium and terbium
ions, that have emission bands more evenly distributed over the spectrum of visible light.
These phosphors give a more natural color reproduction to the human eye.
Usage
Fluorescent light bulbs come in many shapes and sizes. An increasingly popular one is
the compact fluorescent light bulb (CF). Many compact fluorescent lamps integrate the
auxiliary electronics into the base of the lamp, allowing them to screw into a regular light
bulb socket. In the US, residential use of fluorescent lighting remains low (generally
limited to kitchens, basements, hallways and other areas), but schools and businesses find
the cost savings of fluorescents to be significant and only rarely use incandescent lights.
Typical lighting arrangements may include fluorescent tubes sending different tints of
white, in order to provide good color reproduction. In other countries, residential use of
fluorescent lighting varies depending on the price of energy and the environmental
concerns of the local population as well as the acceptability of the light output.
Because they contain toxic mercury, in many areas government regulations require
special disposal of fluorescent lamps, separately from general and household wastes. (A
23
typical 4 ft. T-12 fluorescent lamp contains about 12 milligrams of mercury[4]). While
this generally applies only to large commercial buildings which produce many waste
bulbs, it is a good idea to find out if you can safely dispose of your waste bulbs in some
manner.
Advantages over incandescent lamps
Fluorescent lamps are much more efficient than incandescent light bulbs of an equivalent
brightness. This is because more of the consumed energy is converted to usable light and
less is converted to heat, (allowing fluorescent lamps to run cooler). An incandescent
lamp may convert only 10% of its power input to visible light. A fluorescent lamp
producing as much useful visible light energy may require only 1/3 to 1/4 as much
electricity input. Typically a fluorescent lamp will last between 10 and 20 times as long
as an equivalent incandescent lamp.
The higher first cost of a fluorescent lamp may be offset by lower energy consumption
over its life. The longer life may also reduce lamp replacement costs, providing
additional saving especially where labor is costly.
Disadvantages
Fluorescent lamps do not give out a steady light, instead they flicker (fluctuate greatly in
intensity) at a rate that depends on the frequency of the driving voltage. Whilst this is not
easily discerned by the human eye, it can cause a strobe effect posing a safety hazard in a
workshop for example, where something spinning at just the right speed may appear
stationary if illuminated solely by a fluorescent lamp. It also causes problems for video
recording as there can be a 'beat effect' between the periodic reading of a camera's sensor
and the fluctuations in intensity of the fluorescent lamp. Incandescent lamps, due to the
thermal inertia of their element, fluctuate less in their intensity, although the effect is
measurable with instruments.
Fluorescent lights cannot be connected to a standard dimmer switch used for
incandescent lamps. 4-pin fluorescent lamps and compatible controllers are required for
successful fluorescent dimming.
Tube designations
Bulbs are typically identified by a code such as F##T##, where F is for fluorescent, the
first number indicates the power in watts (or strangely, length in inches in very long
bulbs), the T indicates that the shape of the lamp is tubular, and the last number is
diameter in eighths of an inch. Typical diameters are T12 (1½" or 38 mm) for residential
bulbs with old magnetic ballasts, T8 (1 in or 25 mm) for commercial energy-saving bulbs
with electronic ballasts, and T5 (5⁄8" or 16 mm) for very small bulbs which may even
operate from a battery-powered device.
24
High-output bulbs are brighter and draw more electrical current, have different ends on
the pins so they cannot be used in the wrong fixture or with the wrong bulb, and are
labeled F##T12HO, or F##T12VHO for very high output. Since about the early to mid1950's to today, General Electric developed and improved the Power Groove(R) lamp
with the label F##PG17. These lamps are recognizable by their large diameter, grooved
tubes.
U-shaped tubes are FB##T##, with the B meaning "bent". Most commonly, these have
the same designations as linear tubes. Circular bulbs are FC##T#, with the diameter of
the circle (not circumference or watts) being the first number, and the second number
usually being 9 (29mm) for standard fixtures.
Color is usually indicated by WW for warm white, EW for enhanced (neutral) white, CW
for cool white (the most common), and DW for the bluish daylight white. BL is often
used for black light (commonly used in bug zappers), and BLB for the common black
light-blue bulbs which are dark purple. Other non-standard designations apply for plant
lights or grow lights.
Philips uses numeric color codes for the colors:



Low color rendition
o
33 the ubiquitous cool white (4000 K)
o
32 warm white (3000 K)
o
27 living room warm white (2700 K)
High color rendition
o
840 cool white (4000 K)
o
830 warm white (3000 K)
o
827 warm white (2700 K)
Other
o
09 Sun tanning lamps
o
08 Black light
o
05 Hard UV (no phosphors used at all)
Odd lengths are usually added after the color. One example is an F25T12/CW/33,
meaning 25 watts, 1.5" diameter, cool white, 33" or 84 cm long. Without the 33, it would
be assumed that an F25T12 is the more-common 30" long.
Compact fluorescents do not have such a designation system.
25
MEASUREMENT OF DEGREE’S KELVIN
Other fluorescent lamps
Black lights are a subset of fluorescent lamps that are used to provide long-wave
ultraviolet light (at about 360nm wavelength). They are built in the same fashion as
conventional fluorescent lamps but the glass tube is coated with a phosphor that converts
the short-wave UV within the tube to long-wave UV rather than to visible light. They are
used to provoke fluorescence (to provide dramatic effects using black light paint and to
detect materials such as urine and certain dyes that would be invisible in visible light) as
well as to attract insects to bug zappers.
Most black lights (so-called "BLB" or "Black Light-Blue" lamps) are also made from
more expensive deep blue glass rather than clear glass. The deep blue glass filters out
most of the visible colors of light directly emitted by the mercury vapor discharge,
producing proportionally less visible light compared to UV light. This allows UVinduced fluorescence to be seen more easily (thereby allowing black light posters to seem
much more dramatic). The black light lamps used in bug zappers do not require this
refinement so it is usually omitted in the interest of low cost.
Sun lamps contain a different phosphor that emits more strongly in medium-wave UV,
provoking a tanning response in human skin.
26
Germicidal lamps contain no phosphor at all (technically making them gas discharge
lamps rather than fluorescent) and their tubes are made of fused quartz that is transparent
to the short-wave UV directly emitted by the mercury discharge. The UV emitted by
these tubes will kill germs, ionize oxygen to ozone, and cause eye and skin damage.
Besides their uses to kill germs and create ozone, they are sometimes used by geologists
to identify certain species of minerals by the color of their fluorescence. When used in
this fashion, they are fitted with filters in the same way as black light-blue lamps are; the
filter passes the short-wave UV and blocks the visible light produced by the mercury
discharge. They are also used in EPROM erasers.
Electrodeless induction lamps are fluorescent lamps without internal electrodes. They
have been commercially available since 1990. A current is induced into the gas column
using electromagnetic induction. Because the electrodes are usually the life-limiting
element of fluorescent lamps, such electrodeless lamps can have a very long service life,
although they also have a higher purchase price.
Cold cathode fluorescent lamps (CCFL) are used as backlighting for LCD displays in
laptop personal computers. They are also popular with case Modder’s in recent years.
Fluorescent fun
If you live in a dry cold climate with lots of static electricity, try this: Put on your best
static-gathering socks and take hold of a short fluorescent tube. Then shuffle about on the
carpet to gather a robust static charge. Now discharge by gently touching the lamp
electrodes to anything electrically grounded. Instead of the usual little spark the entire
tube will flash as the electrons course (painlessly) out of your body. This also applies
with Van de Graff generators; simply touch the light to the sphere or touch the sphere
while holding the light. Warning: This may produce a rather "jolty" shock.
Alternatively, if you happen to have a Tesla coil handy, you can fully illuminate the
fluorescent lamp at quite a distance from the Tesla coil simply by holding the detached
lamp in your hand and possibly touching one of its terminals. Do not touch the lamp to
the coil, as this may result in injury and/or burning out the lamp (a hobbyist Tesla coil
may operate at several kilowatts).
If you live near high-voltage power lines you might try standing underneath them at night
while holding a fluorescent tube. The strong electric field created by power lines will
cause a very small (harmless) current flow through the tube and it should give off at least
a feeble glow.[5] Obviously you should never do this during stormy weather and no
attempt should ever be made to get closer than average standing height to the lines using,
for instance, a ladder, for that may get you killed.
27
VARIOUS TYPES OF WAVE FORMS
AREA LIGHTING SYSTEMS
This section covers street lighting, floodlighting, and security lighting systems. When
properly constructed and installed, these original base wide lighting systems will provide
years of trouble-free operation with a minimum of minor maintenance and bulb changing
required to keep the system fully operational.
Several factors can change the base requirements for area lighting. These factors include
such changes as facility usage, updating of systems, changes in the base mission, or
expanding existing systems.
With the cost of energy rising daily, any system that can provide a higher level of
efficiency for the energy used must be considered. The use of the newer highpressure discharge systems for lighting seems to offer savings both in the lifespan of the
bulbs and in the lumens per watt of energy used These systems are replacing the older
incandescent systems in an ever-increasing pace. The higher initial cost of these systems
is being offset by the efficiency of the energy used and savings of energy dollars.
28
DESCRIPTION OF THE VARIOUS SIZES OF
FLUORESCENT LIGHT TUBES
TERMINOLOGY AND DEFINITIONS
You will need an understanding of lighting techniques and effects to understand the
physical concepts and terminology involved in lighting systems.
We will use both the American Standard (AS) and the metric system (SI) when
discussing lighting concepts. The AS standards will be without brackets, whereas the SI
terms will be noted in square brackets [ ].
The candlepower [candela], abbreviated cp [cd], is the unit of luminous intensity. It is
comparable to the voltage in an electrical circuit and represents the force that generates
the light you can see. An ordinary wax candle has a luminous intensity of approximately
one.
29
Figure 6-12.- Basic passive fiber-optic coupler design.
Candlepower [candela], hence the name (fig. 6-13). A candle radiates light equally in all
directions. If you imagine such a source surrounded by a transparent sphere of one foot
[meter] radius (figure) than by definition, the amount of luminous energy (flux)
emanating from one square foot [meter] of surface on the sphere is one lumen [lumen],
abbreviated lm.
Since there are 40 square feet [meters] of surface area in such a sphere, it follows that a
source of one candlepower [candela] intensity produces 40 or 12.57 lm (a lumen is a unit
of light quantity), and in terms of power is equal to 0.0015 watt. It therefore also follows
that 1-cp [cd] source produces 12.57 times 0.0015 watt; that is, 0.0189 watt or
approximately 1/ 50 watt of luminous energy. The lumen, as luminous flux, or quantity of
light, is comparable to the flow of current in an electrical circuit one lumen of luminous
energy occurrence on one square foot of area produces an illumination of one foot candle
(fc). When the area is expressed in square meters, the illumination is expressed in lux
(lx). If you were to consider a light bulb to be comparable to a sprinkler head, then the
amount of water released would be the lumens and the amount of water per square foot
(meter) of floor area would be the foot candles [lux]. The metric unit, lux, is smaller than
the corresponding order to change foot candle to lux, you would multiply by 10.764.
Restating what you have just learned mathematically, it would look like this:
Foot candles = lumens square feet of area
Or lux= lumens square meter of area
High Intensity Discharge Lighting Efforts to improve the power efficiency and reduce the
maintenance costs led to the development of a new family of lighting that has been
generally categorized as high--intensity-discharge lamps (HID). These lamps all have a
negative-resistance characteristic. This means that the resistance decreases as the lamps
heat up.
As the resistance decreases, the current increases. In fact, the current will increase
indefinitely unless a current--limiting device is provided. All gaseous conduction HID
lamps, therefore, have current limiters, called "ballasts." Lamp life and more light per
watt are two main advantages that HID lamps have over incandescent bulbs. The basic
types of HID lamps used unit, foot candles, by a ratio of approximately 10 to 1. In in area
lighting consists of three groups of lamps:
30
Figure 6-13.- Relationship between a light source of one candlepower and the
illumination produced.
Mercury lamps, metal halide lamps, and high-pressure sodium lamps. All highintensity-discharge lamps produce light from an arc tube that is usually contained in an
outer glass bulb.
Figure 6-14 shows the basic configuration of a HID lamp. In these lamps, a material, such
as sodium, mercury, or metal halide, is added to the arc tube. In design, the lamp has
three electrodes- one acting as a cathode and the other as an anode with the other
electrode being used for starting. The arc tube contains small amounts of pure argon gas,
halide salts, sodium, and vapor to aid in starting. Free electrons are accelerated by the
starting voltage. In this state of acceleration, these electrons strike atoms and displace
other electrons from their normal atomic positions.
Once the discharge begins, the enclosed arc becomes the light source.
Commercial companies that produce these light bulbs claim a 100-percent increase in
lamp life over tungsten filament bulbs that produce the same amount of light. The power
in watts required to operate these lamps is less than one half of that required for filament
lamps. The initial cost of the components for lights is…
31
Figure 6-14.- HID lamp configuration.
substantially greater as these lights will require ballasts; however, this cost can be made
up later by the savings of energy costs. The selection of lighting fixtures will depend on
budgeted dollars for new installation projects versus maintenance dollars.
Most discharge lighting fixtures are supplied with the required ballast installed in the
fixture. In some cases ballasts, usually called transformers, are externally installed.
32
DESCRIPTION OF THE TERM “CANDLEPOWER”
LIGHTING
After installing the switches needed to control the lighting, you need to mount the light
fixture itself. Each lighting installation is designed to produce a specific level of
illumination adequate for those working in the area. The amount of illumination initially
provided starts to decline almost as soon as it is put in operation. This reduction is caused
by dirt on the lamps and luminaries, a decrease in lamp lumen output, and dirt on the
room walls and ceilings. Illumination should be sufficient to eliminate eyestrain, support
a high level of production, and promote safety and employee morale.
Lighting fixtures are designed for a particular lamp size and type. Many fixtures,
however, were installed in military buildings long before the manufacturers started
producing higher and higher wattage lamps in ever smaller envelopes. Consequently, it is
possible to use much higher wattage lamps than the fixture or the circuit can handle
adequately.
33
CAUTION
Excessive heat of higher wattage lamps can damage the sockets, increase failure rate,
and overload the circuits. Personnel are cautioned to use only the lamp size (in watts)
recommended for the fixture, rather than a higher wattage lamp that may physically fit.
INCANDESCENT LAMPS
Incandescent lamps come in a variety of voltage ratings. For most applications, the lamp
voltage rating nearest the available line voltage should be selected. Under this condition,
the lamp will produce its rated values of life, watts, and light output. Many incandescent
lamps are available with life ratings considerably in excess of ordinary general service
lamps. Some have ratings of 5,000 hours or more, and some even are guaranteed to burn
for 5 years. General use of these lamps is not recommended because the initial cost is
comparatively high and the extended life is gained by reducing the light output. There
are, however, a few areas where it is necessary to use bulbs with a long life. Typical
locations include high-ceiling auditoriums, exit lights, stairwells, and marker lights on
towers or fire alarm boxes. For these areas, do not use a special rated lamp. Do use an
ordinary general service lamp whose voltage rating is higher than the circuit voltage; for
example, 130-volt or higher lamps for 120-volt circuits. When you are operating the lamp
below its rated voltage, the life is increased at a sacrifice in light output. For general use,
the lamp voltage rating nearest the available line voltage should be used.
Many kinds of incandescent lamps are especially designed for placement in a variety of
situations; for example, under severe physical conditions (such as vibration or extreme
temperatures), in inaccessible locations, or when special lighting effects are desired.
Some of these types of incandescent lamps and their uses are as follows:
INSIDE-FROSTED LAMPS are used in most fixtures designed for incandescent lamps.
The frosted finish reduces lamp brightness and glare.
CLEAR LAMPS are used in fixtures where control of the light is required (such as in
reflectors having polished reflecting surfaces and in enclosed globes or reflectors of
prismatic glass), particularly where concentrated light control is required, as in high,
narrow bays.
Reflector equipment of the diffusing globe type, where the lamp protrudes through the
bottom of the fixture, requires WHITE BOWL LAMPS. The white bowl reduces the
surface brightness and glare from the working surfaces.
SILVERED-BOWL LAMPS are used principally for indirect lighting and in reflector
equipment. The fixture parts should not touch the lamp as the thermal expansion may
cause the bulb to crack and fail prematurely.
REFLECTOR LAMPS with the reflecting surface inside the lamp are, in effect, a
fixture in themselves. A collection of dust and dirt on the exterior of the lamps can cause
them to lose their effectiveness.
34
PROJECTOR LAMPS are installed in indoor and outdoor display lighting fixtures.
They use a self-contained reflector but have an advantage over the reflector type since
they are suitable for extreme temperature conditions and provide more accurate light
control.
HEAT AND DRYING LAMPS, available with built-in reflectors or with separate
reflectors, are an inexpensive answer to a requirement for instantaneous infrared energy.
The reflector bulb keeps the initial cost to a minimum and provides a new reflecting
surface with each new lamp.
HARD-GLASS LAMPS, made of special glass with high resistance to thermal shock,
are effective where rain, splashing liquids, insects, snow, fixture parts, or hot metallic
spray may touch the glass bulbs.
VIBRATION SERVICE LAMPS are available that withstand excessive vibration that
cannot be eliminated by flexible fixture mounting. Where the lamp will be subjected to
shock, such as at the end of a drop cord or near machinery, you will want to select
ROUGH SERVICE LAMPS. With filament supports, these lamps can withstand severe
shocks without failure. High-cost replacement areas, such as towers, industrial high bays,
theater marquees, halls, and stairwells, are lighted with LONG-LIFE LAMPS.
QUARTZ-IODINE LAMPS offer a concentrated source of incandescent light with
excellent light control characteristics, good color, and a life twice that of regular general
service incandescent lamps. They depreciate at a lower rate than the general service lamp.
The lamp cost is considerably higher, however, than a general service lamp, and a special
fixture is required.
FLUORESCENT LAMPS There are two principal types of fluorescent lamps: instantstart and rapid-start preheat lamps. Both have practically the same physical dimensions
but different internal construction. The type of circuit in which the lamp should be used is
etched on the end of the lamp. The rapid-start preheat lamp operates satisfactorily with
either the preheat or rapid-start circuits. It has a short lamp life in an instant-start circuit.
The instant-start lamp operates satisfactorily with an instant-start ballast, burns out the
ballast in a rapid-start circuit, and does not light in a preheat circuit. Preheat lamps
dominated the field for many years but are no longer considered a major type. They
continue to be in use, however, particularly in fixtures using lamps smaller than 40 watts.
Examples of circuits for the major types are readily found in current manufacturers'
publications. Example of some circuits are shown in figure 5-76. The 4-foot rapid-start
lamp is the preferred lamp for most applications.
WIRING DIAGRAM OF THE OPERATION OF A FLUORESCENT LIGHT
35
Figure 5-76.- Representative fluorescent circuits.
Fluorescent lamps are available in a variety of colors for decorative use as well as
numerous shades of white for general illumination. The predominant white shade
recommended for most office areas is cool white. Other shades of white used for various
purposes include daylight, deluxe cool white, white, warm white, and deluxe warm white.
Daylight and cool white provide a crisp, cool, businesslike atmosphere, and the warm
whites find application in restaurants, homes, theaters, and similar areas. The appearance
of colored materials will be better under a fluorescent light that contains a high
component of the same color. Blue backgrounds improve with the cool whites and
daylight. Deluxe warm whites strengthen oranges and yellows.
Fluorescent lamps require ballasts to limit the current and to supply proper voltage to
start and to operate the lamps. For general lighting purposes, the ballasts also contain a
capacitor to improve power factor. The NEC(c) requires that all indoor fluorescent
fixtures (except those with simple reactance ballasts) incorporate ballasts with thermal
protection. The thermal protector isolates the ballast and fixture from the circuit in the
event of overheating. As a result, damage from fires and from leaking compounds should
be reduced. There are small fuses available that can be installed in the fixture to provide
this protection for existing ballasts.
SIMPLIFIED DIAGRAM OF HOW A FLUORESCENT LIGHT OPERATES
36
SOLVING THE ENERGY CRISIS BY SIMPLY
INSTALLING COMPACT FLUORESCENT LAMPS.
37
FLUORESCENT LIGHT PROJECT
1. THIS PROJECT IS DESIGNED TO SIMULATE AN ACTUAL JOB
THAT YOU WILL BE PERFORMING IN THE REAL WORLD.
2. TAKE COVERS OFF FIXTURE.
3. INSTALL ROMEX CONNECTOR IN FIXTURE.
4. MARK AND LINE UP HOLES FOR THE FIXTURE TO BE HUNG ON
STUDS.
5. INSTALL WOOD SCREWS TO HOLD UP FIXTURE.(ASSISTANCE
FROM ANOTHER STUDENT MAY BE NEEDED)
6. INSTALL ROMEX CABLE INTO FIXTURE AND TIGHTEN ROMEX
CONNECTOR.
7. CONNECT THE GREEN WIRE TO THE GROUND SCREW.
8. CONNECT THE BLACK WIRE TO THE BLACK WIRE OF THE
FIXTURE, AND FOLLOW THE SAME PROCEDURE FOR THE
WHITE WIRES.
9. INSTALL COVER.
10. INSTALL FLUORESCENT TUBES INTO FIXTURE.
11. WHEN THE ENTIRE PROJECT IS COMPLETE, THE STUDENT
WILL THEN CREATE A MATERIAL LIST OF ALL ITEMS USED.
12. THE STUDENT WILL THEN WRITE DOWN A MINIMUM OF TEN
(10) NATIONAL ELECTRIC CODE ARTICLES THAT PERTAIN TO
THIS PROJECT. THE STUDENT MUST WRITE DOWN THE
ARTICLE NUMBER AND EXPLAIN, IN YOUR OWN WORDS, HOW
EACH ONE RELATES TO DIFFERENT PORTIONS OF THE
PROJECT.
13. DON’T FORGET TO WRITE DOWN BOX SIZES IN YOUR
MATERIAL LIST.
14. TAKE YOUR TIME…THIS PROJECT COULD BE GRADED AND
COUNT AS PART OF YOUR FINAL GRADE!!!!!!!!!!!!!!
38
PROJECTS
39
NAME:
DATE:
FLUORESCENT LIGHT PACKET POST TEST
True/False
Indicate whether the sentence or statement is true or false.
____
1. The NEC requires that all fluorescent ballasts installed indoors, for both new and
replacement applications must have thermal protection built into the unit by the
manufacturer.
____
2. Metal Halide lamps do not require the use of a ballast.
____
3. Fluorescent, incandescent, and metal halide lamps are permitted to be used in recessed
light fixtures.
____
4. Lighting fixtures in drop ceilings are considered recessed fixtures.
____
5. A 'damp'-rated lighting fixture may be installed in an area subject to saturation from
water and other liquids.
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
____
6. A class __________ ballast has a built-in thermal protection unit that opens the lighting
circuit if the ballast temperature exceeds a specified level.
a. B
b. L
c. P
d. T
____
7. A Type IC light fixture must/may be __________ thermal insulation.
a. kept at least 2" from
b. completely covered by
c. kept at least 3" from
d. kept at least 1/2"
____
8. A __________ is defined by the NEC as a complete lighting unit consisting of a lamp or
lamps together with the parts designed to distribute the light, to position and protect the
lamps and ballast, and to connect the lamps to the power supply.
a. lighting fixture
b. sconce
c. luminaire
d. Both A and C
40
____
9. There are __________ basic colors in the visible portion of the electromagnetic spectrum.
a. 6
b. 16
c. 25
d. 256
____ 10. Which of the following is not one of the primary colors that can be combined to make
any other color?
a. Blue
b. Green
c. Red
d. Yellow
____ 11. Lamp manufacturers are concerned with which of the following factors?
a. Color temperature
b. Color rendering
c. Lamp efficiency
d. All of the above
____ 12. The amount of energy used by a lamp is measured in __________.
a. foot-candles
b. watts
c. amperes
d. lumens
____ 13. A __________ is the measurement of the amount of light that falls on a surface exactly
one foot away from a burning candle.
a. lumen
b. candlepower
c. watt
d. foot-candle
____ 14. Which of the following lamp types is the most inefficient?
a. Fluorescent
b. Incandescent
c. Metal halide
d. Mercury vapor
41
____ 15. Which of the following ballasts may be used with dimmers?
a. Preheat
b. Rapid start
c. Instant start
d. None of the above
____ 16. Which of the following lamp types require the use of phosphors?
a. Metal halide
b. Sodium vapor
c. Mercury vapor
d. Fluorescent
____ 17. The most energy-efficient source of white light on the market today is the __________
lamp.
a. metal halide
b. fluorescent
c. incandescent
d. mercury vapor
____ 18. Installation requirements for light fixtures are contained in Article __________ of the
NEC.
a. 210
b. 250
c. 310
d. 410
____ 19. Which of the following is not considered one of the three main testing laboratories for
electrical lighting?
a. National Electrical Manufacturers Association
b. Underwriters Laboratories
c. Canadian Standards Association
d. Electrical Testing Laboratories
42
Completion
Complete each sentence or statement.
20. A(n) _______________ is a component in a fluorescent lighting fixture that controls the
voltage and current flow to the lamp.
21. A(n) _______________ is the unit of light energy emitted from a light source.
22. _______________ is the visible portion of the electromagnetic spectrum.
23. _______________ is formed by nearly equal parts of all the visible wavelengths.
24. A lamp's __________ rating is a ratio of the number of lumens a lamp produces to each
watt of power it uses.
25. _______________ lamps are referred to as 'electric discharge lamps' by the NEC.
26. In fluorescent lamps, electrons emitted from the cathodes strike particles of
_______________ vapor.
27. The four groups of lighting are General, Accent, Task, and _______________.
Short Answer
28.Explain why an apple appears to be red.
29.Explain why HID lighting is generally not used in residences.
30. Explain why "warm" light sources are preferred for residential lighting.
43
NAME:
LEVEL:
DATE:
CHECK LIST FLUORESCENT LIGHT PACKET
STEPS/TASKS
MEETS
STANDARDS
NEEDS
IMPROVEMENT
1) THE STUDENT COMPLETED ALL VOCABULARY
TO 100% ACCURACY.
2) THE STUDENT COMPLETED ALL WRITTEN
WORK TO 100% ACCURACY.
3) THE STUDENT LABELED ALL DIAGRAMS TO
100% ACCURACY
4) THE STUDENT COMPLETED WRITTEN TEST TO
80% ACCURACY
5) THE STUDENT COMPLETED N.E.C. ARTICLES TO
100% ACCURACY
6) THE STUDENT COMPLETED PROJECT # 1
7) THE STUDENT COMPLETED PROJECT # 2
8) THE STUDENT COMPLETED PROJECT # 3
* ALL STEPS/TASKS MUST MEET THE STANDARDS IN ORDER TO ACHIEVE MASTERY.*
COMMENTS:
INSTRUCTOR SIGNATURE:
DATE:
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Residential & Industrial Electricity
K-W-L WORKSHEET
NAME:
LEVEL:
DATE:
ARTICLE TITLE:
TIME START:
K
W
L
TIME FINISH:
What do I already KNOW
about this topic?
What do I WANT to know
about this topic?
What did I LEARN
after
reading ABOUT this
topic?
I checked the following before reading:
 Headlines and Subheadings
 Italic, Bold, and Underlined words
 Pictures, Tables, and Graphs
 Questions or other key information
I made predictions AFTER previewing the article.
Comments:

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Instructor Signature:
Instructional Aide Signature:
45
NAME:
DATE:
FLUORESCENT LIGHT PACKET PRE TEST
True/False
Indicate whether the sentence or statement is true or false.
____
1. The NEC requires that all fluorescent ballasts installed indoors, for both new and
replacement applications must have thermal protection built into the unit by the
manufacturer.
____
2. Metal Halide lamps do not require the use of a ballast.
____
3. Fluorescent, incandescent, and metal halide lamps are permitted to be used in recessed
light fixtures.
____
4. Lighting fixtures in drop ceilings are considered recessed fixtures.
____
5. A 'damp'-rated lighting fixture may be installed in an area subject to saturation from
water and other liquids.
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
____
6. A class __________ ballast has a built-in thermal protection unit that opens the lighting
circuit if the ballast temperature exceeds a specified level.
a. B
b. L
c. P
d. T
____
7. A Type IC light fixture must/may be __________ thermal insulation.
a. kept at least 2" from
b. completely covered by
c. kept at least 3" from
d. kept at least 1/2"
____
8. A __________ is defined by the NEC as a complete lighting unit consisting of a lamp or
lamps together with the parts designed to distribute the light, to position and protect the
lamps and ballast, and to connect the lamps to the power supply.
a. lighting fixture
b. sconce
c. luminaire
d. Both A and C
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____
9. There are __________ basic colors in the visible portion of the electromagnetic spectrum.
a. 6
b. 16
c. 25
d. 256
____ 10. Which of the following is not one of the primary colors that can be combined to make
any other color?
a. Blue
b. Green
c. Red
d. Yellow
____ 11. Lamp manufacturers are concerned with which of the following factors?
a. Color temperature
b. Color rendering
c. Lamp efficiency
d. All of the above
____ 12. The amount of energy used by a lamp is measured in __________.
a. foot-candles
b. watts
c. amperes
d. lumens
____ 13. A __________ is the measurement of the amount of light that falls on a surface exactly
one foot away from a burning candle.
a. lumen
b. candlepower
c. watt
d. foot-candle
____ 14. Which of the following lamp types is the most inefficient?
a. Fluorescent
b. Incandescent
c. Metal halide
d. Mercury vapor
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____ 15. Which of the following ballasts may be used with dimmers?
a. Preheat
b. Rapid start
c. Instant start
d. None of the above
____ 16. Which of the following lamp types require the use of phosphors?
a. Metal halide
b. Sodium vapor
c. Mercury vapor
d. Fluorescent
____ 17. The most energy-efficient source of white light on the market today is the __________
lamp.
a. metal halide
b. fluorescent
c. incandescent
d. mercury vapor
____ 18. Installation requirements for light fixtures are contained in Article __________ of the
NEC.
a. 210
b. 250
c. 310
d. 410
____ 19. Which of the following is not considered one of the three main testing laboratories for
electrical lighting?
a. National Electrical Manufacturers Association
b. Underwriters Laboratories
c. Canadian Standards Association
d. Electrical Testing Laboratories
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Completion
Complete each sentence or statement.
20. A(n) _______________ is a component in a fluorescent lighting fixture that controls the
voltage and current flow to the lamp.
21. A(n) _______________ is the unit of light energy emitted from a light source.
22. _______________ is the visible portion of the electromagnetic spectrum.
23. _______________ is formed by nearly equal parts of all the visible wavelengths.
24. A lamp's __________ rating is a ratio of the number of lumens a lamp produces to each
watt of power it uses.
25. _______________ lamps are referred to as 'electric discharge lamps' by the NEC.
26. In fluorescent lamps, electrons emitted from the cathodes strike particles of
_______________ vapor.
27. The four groups of lighting are General, Accent, Task, and _______________.
Short Answer
30.Explain why an apple appears to be red.
31.Explain why HID lighting is generally not used in residences.
30. Explain why "warm" light sources are preferred for residential lighting.
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