Patent Document

CROSS-REFERENCE TO RELATED APPLICATION 
     This application is a continuation of U.S. patent application Ser. No. 12/662,812 filed on May 4, 2010, which claims benefit under 35 U.S.C. §119(e) from provisional patent application Ser. No. 61/175,343 filed on May 4, 2009, the entire disclosures of which are hereby incorporated by reference. 
    
    
     BACKGROUND OF THE INVENTION 
     1. Field of the Invention 
     The present invention generally relates to systems and methods for controlling area lighting. More particularly, the present invention relates to lighting systems and methods for controlling indoor lighting by providing flexible and programmable control based on occupancy and daylight contribution. 
     2. Discussion of the Background 
     Indoor facilities such as classrooms require robust, capable and flexible lighting and control solutions that serve the user and save energy. Static lighting systems designed to IES specifications service only a small portion of the actual lighting requirements that exist in today&#39;s classroom environment. 
     Complicating the design of these solutions are energy codes, which are becoming more and more restrictive on schools: ASHRAE Standard 90.1-1999/2001 prescribes a maximum power density of 1.6 W/sq·ft for classrooms. ASHRAE 90.1-2004/2007 goes further with a prescribed 1.4 W/sq·ft and California&#39;s Title 24-2005 takes it even further with a requirement for a maximum density of 1.2 W/sq·ft. 
     To service the needs of the educator and to support the educational environment, classroom lighting and control solutions must be flexible and capable of providing multiple lighting scenarios “visual environments” that support or enhance the varied educational tools which may be utilized such as whiteboard, video and multimedia presentations. The modern classroom requires a range of lighting scenarios, from full lighting for traditional teaching to various levels of dimming and light distribution for audiovisual (A/V) presentations and other activities. Most existing systems don&#39;t have the flexibility to provide high-quality lighting in this varying environment. Typical classroom lighting solutions do not meet the functional needs of teachers or students. Classroom lighting and control solutions must be energy efficient. Occupancy Sensing, Daylight Harvesting and Demand Response energy saving strategies can all be deployed in these spaces to significantly reduce energy costs and meet codes and regulations. Most importantly, a successful classroom lighting and control solution must be cost effective, simple to install and commission, easy to understand and simple to use. 
     SUMMARY OF THE INVENTION 
     Exemplary embodiments of the present invention address at least the above problems and/or disadvantages and provide at least the advantages described below. 
     Exemplary embodiments of the present invention provide a system and method where a plurality of luminaires, control switches, occupancy detectors, and photocells are connected to a central control module. 
     Exemplary implementations of certain embodiments of the present invention provide a display and keypad user interface which is used for setting up, testing, commissioning and maintaining the system; a memory card interface and associated memory card which can be used to load and save configuration data, update firmware, and log system operation. 
     Another exemplary embodiment of the invention provides a system and method where a lighting system can be set up and tested and then the configuration saved in a portable memory, such as on a memory card. For example, a memory card can be transferred to another system where it is read to facilitate faster and easier configuring of the other system to parallel, or to be exactly like, the original system. 
     According to yet another exemplary embodiment of the invention, a system and method provide for automatic recognition of the type of data stored on a portable memory (such as a memory card) to perform appropriate actions such as, for example: update configuration, or update firmware. 
     According to yet another exemplary embodiment of the invention, a system and method provide for switching between different mutually exclusive lighting modes where the lighting of each mode is sequenced such that the second lighting mode is initiated before the first mode is terminated, resulting in a continuity of lighting in the controlled area. 
     According to yet another exemplary embodiment of the invention, a system and method provide for daylight harvesting control with multiple zone dimming and switching, programmable attack and decay dimming rates, the ability to return a system to its previous dimming level after the lights have been turned off, and the ability to start the controlled lights at full light level then dim down to the previous level to ensure the lighting ballasts have sufficient voltage to start up. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       A more complete appreciation of the present invention and many of the attendant advantages thereof will be readily obtained as the same becomes better understood by reference to the following detailed description when considered in connection with the accompanying drawings, wherein: 
         FIG. 1  provides a block diagram of a system according to an exemplary embodiment of the present invention. 
         FIG. 2  provides a block diagram of a user interface for a control module according to an exemplary embodiment of the present invention. 
         FIG. 3  provides conceptual diagrams of switching stations according to exemplary embodiments of the present invention. 
         FIGS. 4A-4C  are perspective views of a control module according to an exemplary embodiment. 
         FIG. 5  is a top view of the control module of  FIG. 4C . 
         FIG. 6  provides an illustrative drawing of a control module according to an exemplary embodiment of the present invention and exemplary connections of such module to various components of a system according to embodiments of the present invention. 
         FIGS. 7A-7C  provide block diagrams of systems according to exemplary embodiments of the present invention. 
         FIGS. 8A-8E  are detailed circuit diagrams illustrating components of a relay board according to exemplary implementations of the present invention. 
         FIGS. 9A-1 and 9A-2  illustrate a microprocessor for use in a logic control board of a controller according to exemplary embodiments of the present invention. 
         FIGS. 9B-1-9J  are detailed circuit diagrams of various components of a circuit board according to exemplary embodiments of the present invention. 
         FIGS. 10A and 10B  are circuit diagrams of an example of a switch control circuit according to exemplary embodiments of the present invention. 
         FIG. 11  provides a graphical illustration of an output of a photo sensor according to an exemplary embodiment of the present invention. 
         FIG. 12  provides tabular illustrations of calculations for controlling lighting based on photo sensor output according to exemplary embodiments of the present invention. 
         FIG. 13  provides tabular illustrations of calculations to for controlling lighting based on photo sensor output according to exemplary embodiments of the present invention. 
     
    
    
     DETAILED DESCRIPTION OF EXEMPLARY EMBODIMENTS 
     Referring now to the drawings, wherein like reference numerals designate identical or corresponding parts throughout the several views, embodiments of the present invention are shown in schematic detail. 
     The matters defined in the description such as a detailed construction and elements are nothing but the ones provided to assist in a comprehensive understanding of the invention. Accordingly, those of ordinary skill in the art will recognize that various changes and modifications of the embodiments described herein can be made without departing from the scope and spirit of the invention. Also, well-known functions or constructions are omitted for clarity and conciseness. Exemplary embodiments of the present invention are described below in the context of a classroom application. Such exemplary implementations are not intended to limit the scope of the present invention, which is defined in the appended claims. 
     According to exemplary embodiment of the present invention, a system and method are provided where a classroom lighting control solution includes the following components, as illustrated in the example of  FIG. 1 : 
     Classroom Control Module  100   
     Master ON/OFF Switch Station  102   
     Row ON/OFF Switch Stations (Rows 1-4)  104   a ,  104   b ,  104   c  and  104   d , respectively 
     Gen—A/V Switch Station  106   
     AV Raise/Lower Switch Station  108   
     Whiteboard ON/OFF Switch Station  110   
     Quiet Time Switch Station  112   
     Auto (Daylight Harvesting) Switch Station  114   
     Occupancy Sensors (one or more)  116   a ,  116   b ,  116   c    
     Indoor Photo Sensor  118   
     Classroom Control Module  100 : 
     In an exemplary implementation, a classroom control module  100  contains all of the switching and dimming components necessary for the control of an entire classroom lighting system  10 . The classroom control module can be designed to control up to four individual rows of recessed or pendant mounted lighting fixtures  120   a ,  120   b ,  120   c ,  120   d  (with alternate switching of A/V and General lighting modes and individual row control) and one Whiteboard lighting circuit  122  with ON/OFF control. 
     The classroom control module can be provided with the following: 
     Control of 1 to 4 Rows of recessed or pendant mounted fixtures  120   a ,  120   b ,  120   c ,  120   d  each with General and A/V lighting circuits 
     Control of 1 Whiteboard  122  circuit ON/OFF 
     1-0-10 VDC Dimming output A/V  126   
     4-0-10 VDC Dimming output GEN daylight harvesting  124   a ,  124   b ,  124   c ,  124   d  (1-output may be sufficient. 4-outputs would allow more flexible functionality) 
     ON/OFF daylight harvesting via row switching with selectable row control (rows 1-4) 
     In an exemplary implementation, the classroom control module  100  can be provided with a user interface  200  including, for example, a display  202  (such as a 2 line by 16-character display) with, for example push buttons  204   a ,  204   b  for screen navigation, and buttons  206   a  and  206   b  for selection of menu items. Other user interfaces, such as touch screens to facilitate ease of operation, can be implemented and are within the scope of the present invention. 
     The classroom control module  100  can also include an interface for connection to other lighting control systems to provide for programming and scheduling accordingly. 
     In an exemplary implementation, the classroom control module  100  can be provided with a maintained dry contact input to cause the classroom control module to go to a demand response mode. In the demand response mode, the classroom control module  100  limits the output of general and AV lighting modes to the demand response level as set at the classroom control module  100 . Demand response levels can be set by means of the user interface  200  of the classroom control modules  100 , as later described in further detail in the context of certain exemplary implementations. 
     General—A/V Switching Control: 
     A classroom control module  100  can be designed to allow classroom lighting to be in either the General or A/V modes and ensure that both modes may never be ON at the same time. Selection of current mode can be provided by means of momentary low voltage inputs. 
     Row Switching Control: 
     A classroom control module  100  can allow for individual or master ON/OFF control of 1 to 4 rows of General—A/V lighting. Control can be provided by means of momentary low voltage inputs. 
     Raise/Lower Control: 
     A classroom control module  100  can provide a 0-10 VDC output for A/V dimming control. Control can be provided by means of momentary low voltage inputs. 
     Whiteboard ON/OFF Control: 
     A classroom control module  100  can provide for ON/OFF control of a single whiteboard  122  circuit. Control can be provided by means of momentary low voltage inputs. 
     Quiet Time: 
     A classroom control module  100  can provide for a quiet time override. The quiet time override can inhibit the occupancy OFF command for a period of 60 minutes. At the end of the quiet time duration the control module can return control to the occupancy sensor and turn lighting OFF if no occupancy is present in the classroom. 
     Occupancy Sensor Control: 
     A classroom control module  100  can allow for the connection of one or more occupancy sensor(s), for example 3 occupancy sensors  116   a ,  116   b ,  116   c . The control module  100  can provide power and receive inputs from the occupancy sensors  116   a ,  116   b ,  116   c  in order to determine the current state of occupancy of the classroom—either occupied or unoccupied. Upon a change from unoccupied to occupied states the classroom control module  100  can switch the classroom lighting to the general mode, turn all rows ON and engage automatic daylight harvesting if present. Upon a change from occupied to unoccupied states, the classroom control module  100  can switch all lighting OFF. 
     General Lighting Continuous Dimming Daylight Harvesting Control: 
     A classroom control module  100  can receive current daylight level information from an indoor photo sensor  118 . According to an exemplary implementation, a function of a daylight harvesting sensor, such as indoor photo sensor  118 , is to monitor incoming daylight, calculate the appropriate levels that the general artificial lighting may be dimmed to save energy while maintaining desires foot-candle levels at task and send a 0 to 10 VDC signal to the general lighting to dim it to the appropriate level. To accomplish this a classroom control module can be implemented to receive and process information and operate as follows: 
     A. Current Incoming Daylight Level: 
     This information can be received from an indoor photo sensor  118  as a linear signal from 0 to 10 VDC in 4 possible ranges 0.3 to 30 fc, 3 to 300 fc, 30 to 3000 fc and 60 to 6000 fc as shown in the graph of  FIG. 11 . 
     Software can be designed to have the sensor set to the 30 to 3000 fc range. 
     B. Current Daylight Contribution: (Daylight Read at Task): 
     Current daylight contribution readings for zones 1-4 as read at task during the mid portion of the day with the artificial lighting turned off. Daylight readings taken can be entered into a classroom control module  100  by means of a user interface  200 . Daylight lighting levels should be entered for each daylight harvesting zone being controlled. If a daylight harvesting zone will not be used there is no need to enter a level for it. 
     C. Designed or Measured Artificial Lighting Level (Designed Levels or Actual Artificial Lighting Levels as Read at Task): 
     Artificial lighting design or measured levels for zones 1-4 can be entered into the classroom control module  100  by means of the user interface  200 . As in the case of daylight, artificial lighting levels should to be entered for each daylight harvesting zone being controlled. If a daylight harvesting zone will not be used there is no need to enter a level for it. 
     D. Operation: In order to set the classroom control module&#39;s daylight harvesting settings a user can perform the following steps.
         1. Turn off the artificial lighting.   2. Take readings during the mid portion of the day of the actual daylight fc level at task with a light meter.   3. Input the measured daylight fc level into classroom control module  100  via user interface  200 .   4. Input design fc level into the classroom control module  100  via user interface  200 .   This may be accomplished by inputting designed levels or by taking measurements of actual artificial lighting levels with no daylight present.
 
Once the above steps are completed, the classroom control module  100  can calculate the daylight conversion factor and begin outputting the appropriate dimmed level (0 to 10 VDC) to the general lighting. An example of such calculations is illustrated in a table of  FIG. 12 .
       

     E. Dimming Response (Fade Up and Fade Down Rate): 
     The controller  100  can be designed to respond quickly to decreases in natural daylight and more slowly to increases in natural daylight. The exact rate of these changes can be adjusted during testing, once determined these values can be entered into the controller  100  as default values. These values can also be adjustable by via user interface  200 . 
     F. Response Delay: 
     In order to keep sudden temporary changes in daylight from causing output the sensor  118  to needlessly change the dimmed level of its controlled fixtures, the sensor  118  can have built-in delays to numb the effects of sudden changes in daylight. For example, sensor  118  can have two built-in delays: one for reacting to decrease in daylight and one for reacting to an increase in daylight. The default delay for reacting to increases in daylight can be set to, for example, 10 seconds and the default delay for reacting to decreases in daylight can be set to, for example, 2 seconds. These values can also be adjustable via the user interface  200 . 
     General Lighting Switched Row Daylight Harvesting Control. 
     According to another exemplary implementation, a function of the daylight harvesting sensor  118  is to monitor incoming daylight, calculate the appropriate levels at which individual rows of the general artificial lighting may be switched OFF to save energy while maintaining desires foot-candle levels at task. To accomplish this, a classroom control module  100  can be implemented to receive and process information and operate as described above in the context of General Lighting Continuous Dimming Daylight Harvesting Control Section, Parts A through F. However, in this exemplary implementation operation step 4 of Part D is replaced by the following step:
         4. Input design fc level into the Classroom Control Module. This may be accomplished by inputting designed levels or by taking measurements of actual artificial lighting levels with no daylight present.
 
Once the above steps are completed the Classroom Control Module  100  calculates the daylight conversion factor and begins control of the artificial general lighting by switching ON and OFF rows of artificial lighting as needed. An example of such calculations for a row #1 of artificial lighting is illustrated in a table of  FIG. 13 .
       

     According to an exemplary implementation of certain embodiments of the present invention, a control module  100  can be generally configured as illustrated in  FIGS. 4A-4C, 5 and 6 , where:
         1. Enclosure  400  can be metal to allow for simple connection of field conduit or other wiring system to control module  100 .   2. Enclosure  400  size can be as small as functionally possible.   3. Enclosure  400  can be NEMA 1 enclosure designed and rated for plenum installation.   4. Enclosure  400  can be finished in a color so as to uniquely identify it from other such enclosures that may be mounted in the classrooms plenum.   5. Enclosure  400  can be designed to easily mount to, for example, plywood backing   6. Removable screw  404  can be used to secure cover  402  of enclosure  400 , which may also be hinged and/or configure to lock, and includes openings  406  for wiring.   7. The design can allow the installing contractor adequate access to mount the enclosure  400  and access all required terminals, e.g.,  410  and  420  for installation and connection of field wiring.   8. Line voltage electrical connections can be made to appropriately labeled terminal blocks  420  designed to accept standard field wiring.   9. Enclosure  400  can be provided with, for example color coded, RJ45 and RJ 11 connectors  410  for the connection of switch stations and low voltage connection to lighting fixtures.   10. Enclosure  400  can have individually labeled RJ45 connectors  410  for each switch station type for simple Plug and Play connection of remote switch stations.   11. Enclosure  400  can be provided with, for example 4, RJ 11 connectors  410  appropriately labeled for general lighting daylight harvesting.   12. Enclosure  400  can be provided with, for example 1, RJ11 connector appropriately labeled for A/V lighting dimming control.   13. Enclosure  400  can be configured to receive 120/347 VAC 50/60 Hz—universal input voltage via access opening  408 .   14. Line voltage electrical connection can be made to terminal blocks  420  via openings  406  designed for use with 16 to 10 gauge wire.   15. Class 2 electrical connection can be made via plug-in connectors  410 , such as type RJ45 or RJ11 connectors.       

     As further illustrated in the exemplary implementations of  FIGS. 4A-4C and 5 , enclosure  400  includes a low voltage (class 2) section  412  and a high voltage section  414  separated by high voltage I class 2 barrier  416 . A transformer  418  provided in section  414  supplies power to low voltage components of section  414 . User interface  430 , such as a user interface  200  of  FIG. 2 , including display  432  and controls (e.g., menu navigation keys)  434 , is configured in section  412 . On the other hand, switching relays  422  and terminal blocks  420  are configured in high voltage section  414 . 
     As further illustrated in the exemplary implementations of  FIG. 6 , a plurality of bus lines, each having a specific function, such as switching  602 , detecting  604 , or diming control  606 , connect to controller  100 . Controller  100  receives live voltage input  610  and supplies it to light fixtures via wiring  608  connected to terminal blocks  420 . 
     According to an exemplary embodiment, the nodes being controlled get their intelligence from the system and are coupled to a particular sensor, such as an indoor photo sensor  620  and occupancy sensor  622 , or a switch, such as GEN-A/V switch  630  and dimming switch  632 ; each is attached to proper node and can be color coded to prevent mixing during installation. In the example of dimming control, dimming signals pass through the control module  100  for added intelligence, such as timing of light level, before being sent to light fixtures  640 , 642  by means of low voltage dimming control  606 . 
     According to exemplary embodiment, low voltage switch stations, such as  102 ,  104   a - d ,  106 ,  108 ,  110 ,  112  and  114  of  FIG. 1 , can be implemented as generally illustrated in  FIG. 3 , where the switching station is, for example, designed to fit into a single gang electrical box and can be used with a standard plate cover, and multiple switch stations may be installed into a single multi gang junction box with a multi gang cover plate. Exemplary operations and functionality provided by such switch stations are as follows: 
     GEN-AIV Switch Station 
     GEN-A/V Switch Station allows a user to select between general and A/V lighting modes and can be implemented as a single gang switch station with 2 momentary push buttons GEN and AV  300  connected to controller  100  via, for example, plug-in class 2 electrical connector such as RJ45, where in operation:
         1. When the GEN switch is momentarily depressed the controller  100  turns the A/V lighting OFF and turns the General lighting ON.   2. When the A/V switch is momentarily depressed the controller  100  switches the General lighting OFF and turns ON the A/V lighting.   3. Controller  100  can be configured such that at no time the controller  100  allows for both General and A/V lighting to be in the ON state.   4. When A/V dimming is in use, A/V lighting is configured to switch ON and OFF at current dimmed levels. (Last level).   5. When general lighting daylight harvesting is in use general lighting can be configured to switch ON and OFF at levels determined by daylight harvesting.       

     Master ON/OFF Switch Station 
     Master ON/OFF switch station allows a user to turn all lighting rows ON and OFF and can be implemented as a single gang switch station  302  with 1 momentary push button ON/OFF connected to controller  100  via, for example, plug-in class 2 electrical connector such as RJ45. During operation, when the ON/OFF switch is momentarily depressed the controller alternately switches all Rows ON and OFF. 
     Row ON/OFF Switch Station: (Rows 1-4) 
     Row ON/OFF switch station allows a user to turn all lighting rows ON and OFF and can be implemented as a single gang switch station  302  with 1 momentary push button ON/OFF connected to controller  100  via, for example, plug-in class 2 electrical connector such as RJ45. During operation, when the ON/OFF switch is momentarily depressed the controller alternately switches the controlled Row 1-4 ON and OFF. 
     Raise/Lower Switch Station 
     Raise/Lower Switch Station allows the system user to raise and lower A/V lighting levels and can be implemented as a single gang switch station with 2 momentary push buttons Raise and Lower  304  connected to controller  100  via, for example, plug-in class 2 electrical connector such as RJ45, where in operation:
         1. When the Raise switch is momentarily depressed the controller raises the current A/V lighting level 1 step.   2. When the Lower switch is momentarily depressed the controller lowers the A/V lighting level 1 step.   3. If the Raise or Lower push button is depressed for more than 1 second the classroom control module  100  raises or lowers the A/V lighting level 1 step every 500 ms until the maximum or minimum level is reached.   4. A/V dimming for 0 to 100% can be provided in 10 even steps.   5. Once the controller has reached it maximum or minimum level, repeated presses of the Raise or Lower push button can be configured to have no effect on A/V lighting levels.       

     Whiteboard Switch Station 
     Whiteboard switch station allows a system user to turn ON or OFF the Whiteboard lighting and can be implemented as a single gang switch station  302  with 1 momentary push button Whiteboard  306  connected to controller  100  via, for example, plug-in class 2 electrical connector such as RJ45. During operation, when the Whiteboard switch is momentarily depressed the controller alternately switches the Whiteboard lighting ON and OFF. 
     Quiet Time Switch Station 
     Quit Time switch station allows a system user to temporarily override the occupancy sensors OFF command and can be implemented as a single gang switch station  302  with 1 momentary push button Quite Time  308  connected to controller  100  via, for example, plug-in class 2 electrical connector such as RJ45, where in operation:
         1. When the Quiet Time switch is momentarily depressed the controller  100  overrides/inhibits the occupancy sensors OFF command for a period of 60 minutes.   2. If the Quiet Time switch is momentarily depressed during the Quiet Time the Quiet Time is reset to 60 minutes.   3. If the Quiet Time switch is pressed and held for a period of 10 seconds the Quiet Time override period is ended and the occupancy sensor OFF inhibit is removed allowing the occupancy sensor to turn lighting OFF when occupancy is no longer detected.       

     Auto (Daylight Harvesting) Switch Station 
     Auto switch station allows a system user to command the system go into the general lighting daylight harvesting mode, and can be implemented as a single gang switch station  302  with 1 momentary push button Auto  310  connected to controller  100  via, for example, plug-in class 2 electrical connector such as RJ45. During operation, when the Auto switch is momentarily depressed the controller goes into the General lighting daylight harvesting mode and dims the general lighting as commanded by the controller  100 . 
     A system may include any number of GEN-A/V, ON/OFF, Raise/Lower, Whiteboard, Quite Time, or Auto switch stations. 
     Exemplary implementations of lighting systems according to embodiments of the present invention are illustrated in  FIGS. 7A-7C . For example,  FIG. 7A  illustrates a system deployed in a classroom setting  700 , where the system provides ON/OFF control for White Board  702  by controlling light output of fixture  704 , as well as control of General and A/V lighting by controlling light output of fixtures  706 . For such systems, switch stations may include: an ON/OFF control station  708 , which can be disposed near classroom entrance; and/or a teacher control station  710 , which can be disposed near the White Board. Commands from stations  708  and  710  are communicated to a control module  100  via low voltage cables, and control module  100  supplies power from a main feed to fixtures  704  and  706 , accordingly, via line voltage connections. Occupancy sensors  712  connected to control module  100  via low voltage cables provide additional lighting control, such as automatic light shut off after no occupancy has been detected for a period of time. 
     In the example of  FIG. 7B , the system further provides for dimming control, such that control module  100  provides dimming control to fixtures  706  as a low voltage dimming signal on line  714 . For example, teacher station  710  may include a dimming switch which provides dimming control information to module  100 , which in turn generates a dimming signal on line  714  accordingly. On the other hand, dimming control may be automatic, based on for example occupancy presence or absence, or a time out period. 
     In the example of  FIG. 7C , the system further provides for general lighting daylight harvesting where an indoor photo sensor  718  provides control information via a dedicated low voltage cable to control module  100  accordingly. Also dimming control is further enhanced by proving dimming signals on line  714  and  716  to rows of fixtures  706 . Automatic and manual dimming control, as well as general lighting with A/V dimming and general lighting daylight harvesting have been described above, and are applicable in the implementation of the system illustrated in  FIG. 7C . 
       FIGS. 8A through 10  provide detailed circuit diagrams illustrating exemplary implementations of the various components of systems according to exemplary embodiments of the present invention. For example,  FIG. 8A-8E  illustrate components of a relay board comprising a plurality of electromechanical relays for use in control module  100 , as illustrated, for example in  FIG. 5 .  FIG. 9A  generally illustrates a microprocessor for use in a logic control board of controller  100  described above.  FIGS. 9B-9J  include circuit diagrams of various components of the circuit board including: user interface (see  FIG. 9C ); USB slave and SD card circuits (see  FIG. 9D ); power supply and regulation circuits (see  FIG. 9E ); various input circuits (see  FIGS. 9F and 9G ); dimming control circuits (see  FIG. 9H ); and sensor circuits (see  FIG. 9I ).  FIG. 10  provides an example of a switch control circuit according to an embodiment of the present invention. 
     In an advantageous exemplary implementation of certain embodiments of the present invention, a removable SD card can be configured with the controller  100 . The SD Card enables, for example: 
     Firmware upgrades in the field 
     Easy replication of device configuration 
     Logging for:
         debug   functional verification       

     audit trails for:
         installation/commissioning setup for LEEDS/CHIPS compliance   evidence of energy savings       

     In another advantageous exemplary implementation of certain embodiments of the present invention, when switching among various lighting configurations within a fixture a configuration is provided to ensure the affected area is never completely without light. For example, rather than switching OFF the current configuration, then switch ON the new configuration, which leaves a period of time (e.g., a few seconds with fluorescent lights) when the area is not lit at all, a configuration according to an exemplary embodiment of the present invention facilitates switching ON the new configuration before switching OFF the old one. 
     Numerous additional modifications and variations of the present invention are possible in light of the above teachings. It is therefore to be understood that within the scope of the appended claims, the present invention may be practiced otherwise than as specifically described herein.

Technology Category: 5