MODERN SCHOOL ACOUSTICS RPG DIFFUSOR SYSTEMS

AIA/CES Provider J425 Program AF1011

Presented by: Dr. Peter DAntonio- FASA, FAES President/CEO, RPG Diffusor Systems
RPG Diffusor Systems, Inc. is a Registered Provider with The American Institute of Architects Continuing Education Systems. Credit earned on completion of this program will be reported to CES Records for AIA members. Certificates of Completion for non-AIA members are available on request. This program is registered with the AIA/CES for continuing professional education. As such, it does not include content that may be deemed or construed to be an approval or endorsement by the AIA of any material of construction or any method or manner of handling, using, distributing, or dealing in any material or product. Questions related to specific materials, methods, and services will be addressed at the conclusion of this presentation.

Learning Objectives

Part 1 Introduction: Building better schools Part 2 Acoustic t ools to design effective schools Part 3 Suggested designs for core and ancillary learning spaces

Part 1: Building Better Schools

There is a renewed interest in effective and sustainable school design AIA is focusing attention on the subject USGBC is focusing attention on the subject, because sustainable school design has produced unacceptable acoustical results PISA has carried out an international comparative trial of student performance in reading comprehension, calculus, and natural science

What is the Problem?

Existing acoustical designs have not evolved to incorporate the current state-of-the-art and the result is schools are failing to meet their intended goals Existing acoustical designs are limited to conventional acoustical materials, like thin fabric wrapped panels, ACT and simple curved reflectors, which cannot address all of speech intelligibility and music appreciation challenges Even with adequate budgets, there is a false sense of economy in short term goals, rather than factoring costs over the life of the project and the long term effects on the students and teachers Selfish goals of special interest groups, like HVAC industry, to resist lower background noise standards Failure to recognize that we have a problem and repeat past mistakes Budgeting Agencies It may take an increase in school budgets to insure success

What is the solution?

Recognize that we have a problem Stop using current school designs for core learning spaces, like classrooms and lecture halls Stop using current school designs for ancillary learning spaces like band rooms, practice rooms and auditoria Begin adopting ANSI 12.6 to control reverberation, background noise and noise intrusion Its not the answer, but it is a beginning Consider the ideas presented today, which may seem heretical and revolutionary until adopted Proceed one step at a time and adopt the ideas presented today in limited areas Convert one lecture hall and let the school hear the difference Convert one band room, watch the students select it over others Begin collaborating with progressive acousticians

Importance of Acoustics in Education

Architecture Dec-2003 pg 122

6. Acoustics

10. Acoustics

USGBC Member
RPG supports the mission of the USGBC to promote buildings that are environmentally responsible, profitable and healthy places to live and work. In 1995, the USGBC developed the LEED Rating System for developing high-performance, sustainable buildings. Members of the USGBC representing all segments of the building industry developed LEED and continue to contribute to its evolution. RPG offers the services of a LEED AP Many products may be used to apply for LEED Credits USGBC is primarily concerned with energy and sustainability issues. However, they became interested in acoustics, because many of the studies in sustainable designs showed dissatisfaction with the acoustics.

ANSI S12.60-2002
Adopted by USGBC- Enhanced Acoustical Performance Provide classrooms that facilitate better teacherstudent and student-student communication

Possible LEED Credits

Credit Opportunities for Wood Products MR Credit 3.1/3.2 Material Reuse (1-2 pts) MR Credit 4.1/4.2 Recycled Content (1-2 pts) MR Credit 5.1/5.2 Regional Materials (1-2 pts) MR 6 Credit Rapidly Renewable Materials (1 pt) MR Credit 7: Certified Wood- FSC Cores/Veneers (1 pt) EQ Credit 4.1: Low-Emitting Adhesives & Sealants (1 pt) EQ Credit 4.2: Low-Emitting Paints and Coatings (1 pt) EQ Credit 4.4: Low-Emitting Substrates (Cores) (1 pt) Credit Opportunities for Glass Reinforced Gypsum Products MR Credit 4.1 and 4.2: Recycled content (10-40%) EQ Credit 4.1 and 4.2: Low Emitting Adhesives/Paints Credit Opportunities for Upholstered Products MR Credit 4.1 and 4.2: Recycled content Credit Opportunities for Microperforated Plastic Absorbers EA Credit 1: Daylighting (1-10 pts) Credit Opportunities for Isolation Materials MR Credit 4.1/4.2 Recycled Content (1-2 pts) Credit Opportunity for Enhance LEED for Schools (1pt) STC Core Learning and Ancillary Learning Spaces

LEED for Schools V3

ANSI12.6(1) ReverberationTimeforCoreLearningSpaces <10,000ft3 >10,000ft3 <20,000ft3 >20,000ft3 (andallancillaryspaces) 0.6 0.7 <1.5 NRC0.7* NRC0.7* <1.5 NRC0.7* NRC0.7* <1.5 LEEDMinimum LEEDEnhanced

*100%ofallceilingareas(excludinglights,diffusersandgrills)inallclassroomsandcorelearningspacesarefinishedwithmin.0.7materials ORtotalareaofwallpanels,ceilingfinishesandothersoundabsorbant finishesequalsorexceedstotalceilingarea.

BackgroundNoise(dBA) <10,000ft3 >10,000ft3 <20,000ft3 >20,000ft3 (andallancillaryspaces)

*IncludesbuildingservicesANDexteriornoiseindeterminingtotalpermissable backgroundnoiselevels

35* 35* 40*

45(HVAConly) 45(HVAConly) 45(HVAConly)

35 40(HVAConly) 35 40(HVAConly) 35 40(HVAConly)

SoundTransmissionClass(STC)CoreLearning* Corelearningtocorelearning Corelearningtocommonuseandtoiletrooms Corelearningtocorridor,staircase,officeor conferenceroom Corelearningtomusicroom,mechanicalroom, cafeteria,gymnasium,indoorswimmingpool

*WindowsareallowedanSTC35ratingandcorelearningdoorsanSTC30rating.Doorsfor entryintomusicroomsareallowedanSTC40rating NotethattheseareminimumratingsandgooddesignpracticeincreasestheSTCofthedoorwindowassembliestoapproachthewallSTCrating

50 53

NotAddressed NotAddressed

50 53

45 50

NotAddressed

45 50

60

NotAddressed

60

LEED for Schools V3

SoundTransmissionClass(STC)Ancillary LearningSpace* Corridortocorridor,staircase,commonuseand toiletrooms Corridortomusicroom Corridortoofficeorconferenceroom Corridortooutside Corridortomechanicalroom, cafeteria,gymnasium,indoorswimmingpool Musicroomtocorridor,staircase,commonuse andtoiletrooms Musicroomtomusicroom Musicroomtoofficeorconferenceroom Musicroomtooutside Musicroomtomechanicalroom, cafeteria,gymnasium,indoorswimmingpool Officeorconferenceroomtocorridor,staircase, commonuseandtoiletrooms Officeorconferenceroomtomusicroom Officeorconferenceroomtoofficeor conferenceroom Officeorconferenceroomtooutside Officeorconferenceroomtomechanicalroom, cafeteria,gymnasium,indoorswimmingpool
*WindowsareallowedanSTC35ratingandcorelearningdoorsanSTC30rating.Doorsforentryintomusicroomsare allowedanSTC40rating NotethattheseareminimumratingsandgooddesignpracticeincreasestheSTCofthedoorwindowassembliestoapproachthewallSTCrating

45 60 45 45 45 55 60 60 60 45 60 45 60 45 45 60

NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed NotAddressed

45 60 45 45 45 55 60 60 60 45 60 45 60 45 45 60

LEED for Schools V3

ImpactIsolationClass(IIC)

Floor/ceilingsabovecorelearningareas

45 50

NotAddressed

NotAddressed

Floor/ceilingsaboveancillarylearningspaces

45

NotAddressed

NotAddressed

Gymnasia,dancestudiosorotherhighimpact activityroomsabovecorelearningrooms <20,000ft3

70*

NotAddressed

NotAddressed

Gymnasia,dancestudiosorotherhighimpact activityroomsabovecorelearningrooms >20,000ft3

65*

NotAddressed

NotAddressed

Gymnasia,dancestudiosorotherhighimpact activityroomsaboveancillarylearningrooms

60*

NotAddressed

NotAddressed

*Appliestorenovationsonly.Newconstructionthespacesshallnotbelocatedabovecorelearningspaces

(1) ANSI 12.6 Does not apply to: Special purpose classrooms, Teleconferencing rooms, Special Ed rooms and Large Auditoria

e PISA:
Programme for International Student Assessment

OECD:
Organisation for Economic Co-operation and Development

International comparative trial of student performance in reading comprehension, calculus, and natural science

Student performance in reading comprehension, international comparison

Leistungen und Lesen im Internationalen Bereich

Part 2: AcousticTools
REFLECTION Concert Hall Recital Hall Core Learning Spaces Gymnasium Natatorium Restaurant Library Atrium Lobby
Category 3: Category 1:

Auditorium Theatre Recording Studio Broadcast Studios Distance Learning Home Theater

Sound Production Category 4: Speech

Category 2:

Noise Control

Sound Reproduction

ABSORPTION

DIFFUSION

The Whole Picture

Human Perception - Subjective Measures The music was very clear and articulate. I could understand the speaker and felt very close to her.

80 ms

C 80 , dB = 10 log

Quantified Ratio of Sound Fields Energy -

p 2 dt p dt
2

Objective Measures Integrated sound energy arriving before 80 ms to that arriving after 80 ms, C80, was > 3. Architectural Design - Volume, Shape, Surface Treatment, HVAC.. The ceiling should be 20 above the stage and constructed of GWB & Omniffusors. The rear wall should constructed from 8 . . .

80 ms

Noise Control
Good noise and vibration design requires control of transmission and flanking paths.

Flanking sound

Springs and elastomers are used to isolators floors ceilings and walls.

Sound Control
Sound is attenuated by absorption Good architectural acoustic sound control design requires an appropriate combination of absorptive, reflective and diffusive surfaces

Redirected by reflection

Uniformly scattered by diffusion

Comprehensive Reference Texts

Master Handbook of Acoustics by F. Alton Everest, with chapters by P. DAntonio and other contributors. This is an excellent introduction to acoustics. The author explains acoustical concepts without the use of mathematical formulas and provides useful practical information.

Architectural Acoustics by M. Mehta, J. Johnson & J. Rocafort deals with sound control and acoustical design in large spaces including auditoriums, arenas, theaters, lobby areas, swimming pools, and multipurpose rooms. Typical problems include excessive reverberation (echo), which causes poor speech intelligibility, and excessive noise during events.

Acoustic Absorbers and Diffusers: Theory, Design and Application by T.J. Cox and P. DAntonio (Taylor & Francis 2009) is a comprehensive treatment of what is currently known about the theory, design and application of acoustical surface treatments.

Part 2 - Acoustic Tools: Absorption

Process by which sound is attenuated due to frictional losses as it passes through the pores in the absorber. Sound energy is converted into heat.

WALL
Absorbed Sound (81%)

Finish Material

Incident Sound (100%)

Reflected Sound (19%)

Types of Absorbers
Porous Absorber Contains interconnected voids and sound is absorbed by conversion to heat due to friction. Resonator Absorber The Helmholtz resonator is a vibrating mass of air in the neck against the volume of air in the larger volume acting as a spring. Membrane Absorber The membrane absorber is a limp mass that vibrates at a specific frequency and moves air through a porous panel converting sound into heat.

=2a t

D P P d

ta d

Rev Room Method to Measure a

Room impulse response V [i] 4 0 -4 -8 -40 50 100 150 ms 50 100 150 ms [ii] dB
a b

Integrated impulse response

T60 = 0.05 V/Sa V= volume S= surface area

-10 -20 [ii] -30

[i]

a = absorption coefficient
Diffusors

Microphones

Loudspeakers

Material Sample [ii] No Sample [i]

Quantifying Absorption
NRC - Noise Reduction Coefficient
Average of absorption coefficients 250 Hz through 2 kHz Ranges between 0.0 (0%) & 1.0 (100%) Examples: 5/8 ACT vs Low Frequency Resonator
Frequency ACT Resonator 125 Hz 250 Hz 500 Hz 0.08 0.90 0.25 0.80 0.60 0.50 1 kHz 0.80 0.25 2kHz 0.82 0.15 4kHz 0.81 0.15 NRC 0.65 0.43

NRC is not a valid indicator of the effectiveness of the absorber, if you need low frequency absorption!

Frequency Dependent Absorbers

High Frequency Absorbers Fabric wrapped panels ACT Mid Frequency Absorbers Perforated Woods Microperforated light transmitting plastics (new technology) Microperforated wood panels (new technology) Low Frequency Absorbers Acoustical CMU Metal plate resonators (new technology)

Effective Frequency of Absorbers

1

NRC

0.8 Absorption Coefficient

0.6

0.4

0.2

0 0 50 100 150 200 250 300 350 400 450 500 Frequency, Hz/10

When Your Project Calls for a Fabric Finish

Fabric Wrapped Panels

Textile Facing

When Your Project Calls for a Wood Finish

Types of Absorptive Wood

Perforation Patterns

Performance

Absorption is determined by three variables: Hole diameter/spacing (% open area) Panel thickness Cavity depth and contents

When Your Project Calls for FiberFree, Visibility/Light Transmission

NEW

Absorption Mechanism
Viscous Losses

When surface perforations are the same size as a boundary layer of air.

Reflected Sound Incident Sound

Microperforated Panel 0.5 mm diameter holes

Air Cavity Glass

Sound Absorption Data

1 Layer of Foil
30 mm off Glass

2 Layers of Foil
50 mm off Glass
30 mm off Glass 50 mm between layers

100 mm off Glass

30 mm off Glass 100 mm between layers

Foil & Mounting

Laser Cut Micro-Slotted Panels

Light Transmitting Microslit

When Your Project Calls for a CMU Finish

Acoustical CMU

Acoustical Properties

Slotted/Unsealed Slotted/Sealed Absorption Coefficient

Unslotted/Unsealed Unslotted/Sealed Transmission Loss

Part 2 - Acoustic Tools: Diffusion

Process by which sound energy is redirected and scattered evenly over a larger area due to the surface irregularities of the reflecting surface. Occurs when surface irregularities are large compared to the wavelength. WALL Finish Material
Diffused Sound

Diffused Sound

Incident Sound

Diffused Sound

Why do you need Diffusion?

Air Diffusers Uniformly distribute air in a room, minimizing cold/hot zones and drafts.

Light Diffusers Uniformly distribute light in a room, removing optical glare and minimizing bright and dim variations.

Sound Diffusors Uniformly distribute sound in a room, providing ambiance, even coverage and removal of acoustical glare caused by strong specular reflections

Where is Diffusion Needed?

Anywhere you need to: Understand speech
~ or ~

Appreciate music!

Multi-Use Auditorium Lecture Rooms Band/Orchestra Rooms Choral Rooms Music Practice Rooms

Types of Acoustic Diffusers

Reflection Phase Gratings

Binary Amplitude Gratings Optimized Waveforms

Design Theory of Diffusors

Reflection Phase Grating diffusors were first introduced in the early 1980s. They consisted of divided wells, whose depths were based on quadratic residue number theory Binary Amplitude Diffsorbers were created to provide diffusion through a variable impedance surface consisting of holes distributed according to an optimal binary sequence
00001000011..

Today, state-of-the-art Waveform diffusors are designed using: Shape Optimization, which couples boundary element multi-dimensional optimization techniques Aperiodic Modulation, using optimal binary codes

CAD/CAM

Diffusion Frequency Bandwidth

WALL Finish Material
Diffused Sound

Incident Sound

Diffused Sound Diffused Sound

Small Depth High Pitches

Mid Depth Mid Pitches

Small/Mid Depth High/Mid Pitch

Mid/Large Depth Low/Mid Pitch

Diffusion Measurement Standards

For the past 10+ years, I have been meeting with an international group of leading acousticians to draft standards to measure scattering surfaces. I am proud to announce the publication of two measurement standards: Diffusion Coefficient (d)- is a measure of the uniformity of the reflected sound. Publication AES-4id-2001 JAES, Vol. 49 (3), pp. 148-165 (March 2001). Soon to be incorporated in ISO 17497-2 Quality: The purpose of this coefficient is to enable the design of diffusers and to allow acousticians to compare the performance of surfaces for room design and performance specifications Scattering Coefficient (s)- is a ratio of the sound energy scattered in a nonspecular manner to the total reflected sound energy. Publication ISO 174971 Quantity: The purpose of this coefficient is to characterize surface scattering for use in geometrical room modeling programs and determine the effect of diffusion on the range of objective parameters that correlate with subjective impressions. i.e. T30, Clarity, Envelopment, etc. USELESS AS A PRODUCT SUBMITTAL

Scattering Coefficient (ISO 17497-1)

Photo Courtesy of Jens Holger Rindel, Technical University of Denmark

Diffusion Coefficient (ISO 17497-2)

3D Goniometer
Semi-circular track with loudspeaker

Foam wedges prevent reflections

Pivot arm with sample & microphone

Specular Reflection

Redirection

Diffuse Reflection

Presentation Format 600

Complete Diffusor Specification

How much of the incident sound is absorbed (a) and scattered (s) How uniform is the scattered sound (dn)
1.2 1 0.8 Coefficients 0.6 0.4 0.2 0 -0.2 125 160 200 250 320 400 500 630 800 1000 1260 1600 2000 2500 3125 4000 Frequency, Hz

Amount of scattered sound = [(1-a)s]

Uniform Diffusion

dn

CSI Spec: Division 09, Section 09XXX, System Description / Performance Requirements
Performance Requirements
Absorption Coefficient: Third-octave band acoustical performance requirements from 100 Hz to 4000 Hz for random incidence sound absorption shall be measured according to ASTM C423 or ISO 354; Diffusion Coefficient: The normalized random incidence diffusion coefficient shall be the average of measured or calculated directional diffusion coefficients, according to AES-4id-2001 at -60, -30, 0, 30, and 60 degrees. Directional polar responses, which indicate the uniformity of scattering in third-octave bands, for sample and reference reflector, shall be provided to the acoustical consultant for approval. Scattering Coefficient: The random incidence scattering coefficient shall be measured according to ISO- 17497-1 (Scattering (ISO)) or determined from the average of the measured directional correlation scattering coefficients (Scattering (c)) according to the method of Mommertz [Reference 1.05/E1 and 1.05/E3]. The random incidence coefficients shall be what are indicated in the table

f (Hz) 100 125 160 200 250 315 400 500 630 800 1000 1300 1600 2000 2500 3150 4000

Diffusion 0.05 -0.01 0.01 0.00 0.00 0.19 0.24 0.54 0.57 0.57 0.54 0.47 0.53 0.46 0.53 0.64 0.62

Scattering (ISO) 0.03 -0.01 0.00 0.00 0.03 0.03 0.03 0.07 0.17 0.35 0.49 0.79 1.00 1.00 1.00 0.87 0.96

Absorption 0.28 0.22 0.22 0.29 0.29 0.26 0.27 0.33 0.32 0.30 0.22 0.19 0.19 0.18 0.18 0.21 0.20

Part 2: Acoustic Tools Isolation

Box-in-Box
The complete decoupling of floors, walls and ceilings from the building structure to achieve a high isolation efficiency for airborne & structure-borne noise

Sound Paths

Flanking sound

STC E90/E413 FSTC E336

STC
No Low Frequency Information below 125 Hz

Focus on resonant frequency to control low frequencies

Floor Isolation

Wall Isolation

Ceiling Isolation

Door Isolation

STC 41-49

STC 55

HVAC Options

Part 3: Effective School Designs

Classroom Lecture Hall Conference/Meeting Rooms Auditorium Ceiling Walls Pit Shells Music Rehearsal Music Practice Gymatorium Natatorium Cafeterias Common Areas Physical Plant

SPEECH ROOMS

What did you say?

The ear / brain processor can fill in a substantial amount of missing information in music, but requires more detailed information for understanding speech. The speech power is delivered in the vowels (a, e, i, o, u and sometimes y) which are predominantly in the frequency range of 250Hz to 500Hz. The speech intelligibility is delivered in the consonants (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w), which requires information in the 2,000Hz to 4,000 Hz frequency range. People who suffer from noise induced hearing loss typically have a 4,000Hz notch, which causes severe degradation of speech intelligibility. Why would we want to use ACT or thin fabric wrapped panels that absorb these important frequencies on ceilings of speech rooms and prevents them from fusing with the direct sound and making it louder and more intelligible???

Speech Acoustic Tools

REFLECTION

Classroom Lecture Hall

Speech Intelligibility

Conference Room

ABSORPTION

DIFFUSION

Effect of early reflections

Speech Intelligibility Quantified

1. Word Lists A series of phonetically tailored words is read and listeners are graded on the % of the words they correctly identify. 2. % ALCONS (Articulation Loss of Consonants) ~ Peutz Equation based calculation factoring in distance, reverberation, room volume, directivity, etc. Below 10% is excellent. Below 15% is good. 3. STI/RASTI Speech Transmission Index correlates intelligibility with the decrease in modulation of the speech signal as it passes through the room. RASTI is a rapid implementation. >0.65 recommended. 4. Early to Total Energy Ratio (Distinctness or D50) The ratio of sound arriving in the first 50 ms to the total sound is often used as a measure of speech clarity. >65% is recommended.

Speech Intelligibility ~ D50

Source

Distinctness Greater the amount of energy arriving before 50 ms after the direct sound the higher the distinctness & the better the speech intelligibility. ( > 65% = Good)

Signal to Noise Ratio

50 ms

D50 % = 100 *

p 2 dt p 2 dt

Signal to Noise ~ Intelligibility

Many of the problems that arise in poorly designed speech rooms stem from a low Signal to Noise Ratio. Signal ~ Direct Sound & Early Reflections (50 ms). Noise ~ Reverberation, Occupant Noise, Exterior Noise Intrusion & Noisy MEPF Systems

T60 Corrupts Speech Intelligibility

Anechoic

T60 0.8 sec

T60 1.3 sec

T60 2 sec

2 Courtesy MC

Signal to Noise~ Intelligibility

Normal adults typically require 0 dB signal-to-noise ratios for high speech intelligibility when listening to simple and familiar speech material for short periods of time. An additional 2 dB is needed to compensate for neurological immaturity An additional 5 dB is required to compensate for sensorineural and conductive hearing losses An additional 5 dB is required for limited English proficiency and language disorders An additional 3 dB is required to compensate for the effects of excessive reverberation. These additional requirements for classrooms total 15 dB over that of normal adults, or a signal-tonoise ratio of +15 dB. We can use the passive acoustics of the architecture to provide some of this needed gain.

Signal to Noise~ Intelligibility

Most approaches only try to reduce the Noise & often simultaneously decrease the strength of the Signal as well. The result is no net improvement. The best approach is to simultaneously increase the signal by providing useful, early, diffuse reflections and decrease the Noise from all sources including reverberation by using appropriately placed Diffsorption.

ACOUSTICS

CLASSROOM ~ Basics
Acoustic Goals 1. Quiet room, free from distractions. 2. Appropriate Reverberance for Speech Intelligibility. 3. Strong, early, diffuse reflections for Loudness, Envelopment & Speech Intelligibility.

High Signal to Noise Ratio !

CLASSROOM ~ Basics
Worst Case Scenario(s) Room dividers, curtain dividers or single-layer GWB walls. Common doors and other noise flanking paths (central clocks, electrical outlets, light switches, etc). Sliding doors, hollow doors, no doors, doors without gaskets. No ceiling (open to floor/roof above). Sound absorptive ceiling. No carpet under student seating. No wall absorption/diffsorption (painted GWB or CMU). Rooftop HVAC units, VAV/FPB box or perimeter heat unit in classroom, roof drain pipes or toilet exhaust fan ducts passing through rooms, unlined ducts, return plenum or transfer grilles, air velocities over 500 fpm, air terminals over NC-25, etc.

CLASSROOM ~ Basics
Best Case Scenario(s) Massive walls (8 CMU or 6 insulated, double-layer GWB) No noise flanking paths (offset penetrations, ducts/conduits above corridor ceiling). Solid core wood doors with gaskets. Double layer, isolated, insulated GWB ceiling. Diffusion over center/front part of room. Diffsorption along sides and rear. Carpeted floors under student seating. Hard floor in center/front part of room. 25-50% wall diffsorption (BAD panels) ~ Consider soffits treated with diffsorption (BAD Panels). Maximum NC-25 background noise, HVAC in MERs, duct silencers, lined ductwork, ducted return, VAV/FPB above corridor, air velocities below 500 fpm within 25 of classroom, NC-20 air terminals.

CLASSROOM ~ Analysis
Ceiling Treatment Options

Absorption

Reflection

Diffusion

Classroom~ Concept Model

Reflective Front Wall/Ceiling Diffusive Ceiling Over Middle of Room

Absorptive Perimeter Ceiling

Diffsorptive Side/Rear Walls

CLASSROOM ~ Analysis
20-50 ms Early Signal

Absorption

The sound pressure level, SPL, is rather low in the purely absorptive ceiling, making it difficult for the speaker to project causing fatigue

Diffusion

With the diffusive ceiling, SPL is more uniform and there is additional acoustic gain raising the level in the classroom and making it easier for the speaker to project & students to hear

CLASSROOM ~ Analysis
Absorption

With the purely absorptive ceiling, reflections are sparse with minimal sound arriving from the vertical plane

Diffusion

With diffusive ceiling, reflection density is greater and sound is arriving uniformly from all directions

CLASSROOM ~ Conclusions
Diffusive ceilings increase the acoustic level and uniformity of coverage without corrupting the speech intelligibility. Increasing the acoustic level increases the learning process by extending the attention span and also addresses hearing acuity and hearing impairment. The teacher exerts less energy and experiences less fatigue by not speaking into an acoustic vacuum. Energy reaches the students from many directions creating a sense of immersion in the learning experience (surround sound vs mono) for a more intimate, attentive learning experience. Diffusion also improves student-student and studentteacher communication (not only teacher to student communication).

ACOUSTICS

LECTURE ROOM ~ Basics

Acoustic Goals 1. Appropriate Reverberance for high speech Intelligibility. 2. Good Cross-Room Communication so lecturer and audience can engage in dialogue. 3. Good Support so that lecturer can hear himself. 4. Freedom from Flutter and Echoes. 5. Freedom from extraneous Noise from occupants and building systems.

LECTURE ROOM ~ Basics

Acoustic Goals 1. Appropriate Reverberance for high speech Intelligibility. Room Shape (Rectangular Solid or Fan ~ Avoid Circular) Room Volume (150 250 cf/seat) Room Height (Low 10 20) Absorptive & Diffusive Finish Materials

LECTURE ROOM ~ Basics

Acoustic Goals 2. Good Cross-Room Communication so lecturer and audience can engage in dialogue. Low, Sound Diffusive/Reflective Ceiling (or Reflectors) AVOID SOUND ABSORPTIVE CEILING!

LECTURE ROOM ~ Basics

Acoustic Goals 3. Good Support so that lecturer can hear himself. Specific wall & ceiling surfaces close to and facing back at lecturer location. Sound diffusive rear wall (if less than 35 away) Sound diffsorptive rear wall (if greater than 35 away) Low, Sound Diffusive/Reflective Ceiling (or Reflectors) AVOID SOUND ABSORPTIVE CEILING! AVOID SOUND ABSORPTIVE REAR WALL

LECTURE ROOM ~ Basics

Acoustic Goals 4. Freedom from Flutter and Echoes. Room Shaping (Avoid Parallel Reflective Surfaces) Diffusive Finish Materials Acoustic Treatment Location (Avoid S.P.A.S.)

LECTURE HALL ~ S.P.A.S.

Single Plane Absorption Syndrome (SPAS) Absorptive Ceiling & Absorptive Floor Reflective Walls Lecture Hall, Classroom, Natatorium, Gymnasium

During the same time period, a vertical sound ray is attenuated by almost 30 dB due to absorption, while a horizontal sound ray is hardly attenuated at all. Leads to a non-mixing sound field characterized by different reverberation times in the two planes. Makes echoes and flutter more audible and problematic. Diffusion can be used to correct this problem

Lecture Room
Absorption Specular

Reflection

Diffusion

Absorption

HF Diffusion Diffsorption

LECTURE HALL ~ Example

LECTURE HALL ~ Analysis

LECTURE HALL ~ Analysis

2D Diffusion

4 BAD Panels

Reflective Risers

LECTURE HALL ~ Analysis

Untreated T60 > 1.5 sec

Treated T60 = 0.70 sec

LECTURE HALL ~ Example

LECTURE ROOM ~ Checklist

Room Shape ~ Rectangular, Fan Room Volume ~ 150 to 250 cf/seat. Low, sound diffusive/reflective ceiling or ceiling reflectors (Not Absorptive) Reflective front wall Diffusive/reflective side walls (below 8) Diffsorptive side walls (above 8) Diffsorptive rear wall Reflective surfaces close to and facing lecturer Massive boundary construction & quiet building systems

ACOUSTICS

Conference Room - Small

2D Diffusion

Diffsorption

ACT Ceiling ~ Carpeted Floor ~ Untreated Drywall Walls

Conference Room

2D Diffusion

1D Diffusion

ACT Ceiling ~ Carpeted Floor ~ Absorptive Panels on Walls

Conference Room - Analysis

Conference Room - Analysis

Typical Treatment Proper Treatment

ABSORPTION

ABSORPTION

DIFFUSION

DIFFUSION

Conference Room - Analysis

Typical Treatment

SPL (dB)

Proper Treatment

ACOUSTICS

Acoustical Model

Case 0 ~ No Treatment

ABSORPTION

Case 0 ~ Reverberation

GOAL

TOO LONG FOR A MULTI-USE AUDITORIUM

Case 1 ~ Acoustic Deck

ABSORPTION

Case 1 ~ Reverberation

GOAL

TOO LONG FOR A MULTI-USE AUDITORIUM

SPL Non-Uniformity

Case 0 Standard Metal Deck No Treatment or Reflectors Great Variation & Bad Uniformity

Case 1 Acoustic Metal Deck No Other Treatment Less Variation (Except Rear Seats) Less Reverberance & More Echoes

Case 2 ~ Reflectors

Case 2 ~ Reverberation

GOAL

APPROPRIATE FOR A MULTI-USE AUDITORIUM

Case 3 ~ Absorptive Rear Wall

ABSORPTION

Case 3 ~ Reverberation

GOAL

TOO SHORT FOR A MULTI-USE AUDITORIUM

Case 5 ~ Diffusive Surfaces

DIFFUSION

Case 5 ~ Reverberation

GOAL

APPROPRIATE FOR A MULTI-USE AUDITORIUM

Rear Wall Treatment

Case 3 Rear Wall Sound ABSORTIVE No Diffusion Great Variation & Bad Uniformity Rear 1/2 of Seating Suffers

Case 4 Rear Wall Sound DIFFUSIVE No Absorption Far Less Variation, More Uniform Rear 1/2 of Seating Benefits

Case 5 ~ Reverberation

Case 3 Rear Wall Sound ABSORTIVE No Diffusion Frontal, Non-Enveloping Sound

Case 4 Rear Wall Sound DIFFUSIVE No Absorption Enveloping, Immersive Sound

Forestage Redesign

SPL Uniformity ~ Diffusion

Case 2 Smaller Forestage Reflector No Diffusion Great Variation & Bad Uniformity

Case 2B Larger Forestage Reflector No Diffusion Still Some Variation & Nonuniformity

Case 6 Larger Forestage Reflector Diffusive Surfaces Very Little Variation & Good Uniformity

SUCCESS !

GOAL

Appropriate Reverberation Time Even Sound Distribution ~ Free From Spatial & Temporal NonUniformity Enveloping Experience

College of St. Rose

College of St. Rose

Chautauqua Fletcher Hall

Patterson Mill HS

Bethpage HS

Mattituck HS

Harrisburg HS

Academy of the Holy Cross HS

Ben Davis HS

Recital Hall

Farmingdale HS

Lincoln Way HS

Cedarburg HS

Farmingdale HS

ACOUSTICS

Rutgers University Beyrouth Pit

Cyfair College

ACOUSTICS

Kresge Auditorium MIT

Ceiling Reflectors ~ Diffusive Shape

Ball State University

Flown Towers and Canopy

Murray Arts Center

1st Baptist Church Eugene

ACOUSTICS

Outdated Band Room Example

WOULD YOU INCLUDE THIS IN YOUR PORTFOLIO?

Band Room~ Analysis

Untreated

Treated -Low Frequency Control -Loudness Control -Ensemble -Variable Acoustics

Emporia State University

College of St. Rose

Emporia State

Commodores Navy Band

Band Room

ACOUSTICS

Cleveland Institute of Music

ACOUSTICS

Cleveland Institute of Music

Distance Learning: - Musical Education - Master Classes

ACOUSTICS

GYMNASIUM ~ Basics
Gymnasiums can serve a variety of functions beyond sporting events. Classes ~ Dances ~ Meetings ~ Plays ~ Concerts Acoustic Goals 1. Adequate Speech Intelligibility 2. Controlled Harshness & Loudness 3. Low Frequency Absorption 4. Prevention of Echoes and Flutter

GYMNASIUM ~ Basics
Acoustic Solution Upper Wall Diffsorptive Treatment Upper Walls (8 20 Above Floor) 75% Acoustic CMU (Pigmented, Slotted) 75% Binary Amplitude Diffsorbor (BAD) Panels Ceiling/Deck Acoustic Metal Deck (NRC 0.75+) Acoustic Baffles (Hanging Vertically) Acoustic Ceiling Tile (Durability?)

Gym Acoustic Treatment

Acoustic Metal Deck

Acoustic Block

GYMNASIUM ~ Analysis
Case 1: No Acoustic Treatment Case 1: 4 s Roof Metal Roof Deck Walls Painted CMU (All) Case 2: Minimal Acoustic Treatment Case 2: 3 s Roof Acoustic Metal Deck Walls Painted CMU Case 3: Moderate Acoustic Treatment Case 3: 1.3 s Roof Acoustic Metal Deck Walls Acoustic CMU (2), Painted CMU (2) Case 4: Required Acoustic Treatment Roof - Acoustic Metal Deck Walls Acoustic CMU (Upper) Painted CMU Case 4: 0.9 s

Porter Township HS ~ Example

Zanesville Gymnasium

ACOUSTICS

Swimming Pools

Ceiling should be 75% sound absorptive. Upper walls should be 50% sound absorptive/diffsorptive.

Swimming Pool

ACOUSTICS

Cafeterias
Walls should be 50% sound absorptive.

Ceiling should be 75% sound absorptive.

ACOUSTICS

Morgan State University

Elementary School

Public Library

ACOUSTICS

Northeastern University

ACOUSTICS

Noise Barriers