DILFCL602: Fundamental Concepts in Lighting

MODULE DETAILS

DILFCL602: Fundamental Concepts in Lighting

Nominal duration: 5 weeks (60 hours total time commitment)

This time commitment includes the structured activities, preparation reading, attendance at each webinar, completing exercises, practical assessments and proctored assessments.

It is also expected that students spend additional time on readings, personal study, independent research and learning, practicing on remote labs and required software and working on any projects and assignments.

This module introduces the basics of vision and the eye as they relate to key lighting concepts, allowing for the introduction of the fundamental language of lighting: photometry. It also includes radiometric and photometric concepts and quantities, colour measurement systems and the principles of and equipment for light and colour measurement.

MODULE PURPOSE

The purpose of this module is for participants to master the fundamental concepts in lighting.

MODIFICATION HISTORY

V1.2 - new

PREREQUISITE AND/OR CO-REQUISITE MODULES

None

SUMMARY OF LEARNING OUTCOMES

1.     Describe the anatomy of the eye

2.     Explain the fundamental quantities of light and their units of measure

3.     Apply the basics of radiometry and photometry

4.     Outline the interactions between coloured light and objects.

5.     Explain the operation of light and colour measurement devices and their application

LEARNING OUTCOMES

ASSESSMENT CRITERIA

Learning outcomes specify what students will be able to do as a result of the learning.

Assessment criteria provide the criteria by which achievement of the learning outcomes will be judged.

1

Describe the anatomy of the eye

1.1

Describe the standard eye model

1.2

Explain the operation of the retina and receptor cells

1.3

Describe the concept of the CIE standard observer

1.4

Describe colour vision and related vision defects

2

Explain the fundamental quantities of light and their units of measure

2.1

Define (a) radiance, (b) irradiance, (c) energy, (d) luminance, (e) illuminance, (f) luminous intensity, (g) luminous flux, (h) Kelvin

2.2

Describe the fundamental and derived SI units for (a) radiation, (b) technical parameters of light

2.3

Describe other (non-SI) units commonly used and conversion factors

3

Apply the basics of radiometry and photometry

3.1

Describe the principles, operation and application of (a) spectroradiometers, (b) illuminance meters, (c) luminance meters, (d) goniometers

3.2

Describe the characterising of lamps and luminaires using radiometry (including blue light and UV hazards) and photometry

3.3

Discuss the evaluation of lighting conditions using photometry

4

Outline the interactions between coloured light and objects

4.1

Explain (a) colour addition and subtraction, (b) blackbody radiation and colour temperature, (c) correlated colour temperature, (d) colour rendering (e) colour fidelity, (f) metamerism

5

Explain the operation of light and colour measurement devices and their application

5.1

Explain the following: (a) CIE colour matching functions,

(b) tristimulus values, (c) chromaticity coordinates, (d) CIE colour spaces (1931, CIELAB, CIELUV), (e) other

colour systems (CQS), (f) metrics (colour fidelity)

5.2

Describe the principles, operation and application of colorimeters

DELIVERY MODE

Online and/or on-campus

SPECIALISED RESOURCES

N/A

ASSESSMENT STRATEGY

METHODS OF ASSESSMENT

Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, structured assessments, samples and questioning. This will include short answer questions on the knowledge content, the use of remote and virtual labs, and writing tasks to apply the learning to academic tasks.

CONDITIONS OF ASSESSMENT

Assessors must:

·         hold the appropriate assessor competency standards as outlined in regulations; and

·         be able to demonstrate vocational competencies at least to the level being assessed; and

·         be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and assessor competence.

Questioning techniques should not require language, literacy and numeracy skills beyond those required in this