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Application of a smartphone for introductory teaching of sound environment:

Validation of the precision of the devices and examples of students' work

Article  in  Acoustical Science and Technology · July 2016

DOI: 10.1250/ast.37.165

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TECHNICAL REPORT

Application of a smartphone for introductory teaching

of sound environment: Validation of the precision
of the devices and examples of students’ work

Fumiaki Satoh1; , Kimihiro Sakagami2; y and Akira Omoto3; z

1
Chiba Institute of Technology, Tsudanuma 2–17–1, Narashino, 275–8588 Japan
2
Kobe University, Rokkodai 1–1, Nada-ku, Kobe, 657–8501 Japan
3
Kyushu University, Shiobaru 4–9–1, Minami-ku, Fukuoka, 815–8540 Japan
(Received 24 July 2015, Accepted for publication 25 January 2016)

Abstract: In an introductory course for environmental/architectural acoustics in universities, it is

often used the teaching method based on soundscape, in which students are asked to make a sound map
with listening their surrounding acoustic environment. However, if objective measurement of sound
pressure level or frequency spectrum can be introduced in such a course, it will interest students in
environmental acoustics, and enable them to discuss the acoustic environment more profoundly.
Measurement apparatuses are usually expensive and difficult to be used in such a course. Therefore,
we consider to use a smartphone: using a smartphone with acoustic measurement applications, it can
be possible to introduce an objective measurement in such an introductory course for beginners. In this
study, first some applications for acoustic measurement are examined to confirm their accuracy as well
as the effect of a simple handmade windscreen. Secondly, using suitable applications, as a possible
work in the course, sound maps with measurement results by a smartphone are made and their
examples are shown. Finally, some issues to introduce this method in actual courses are discussed.

Keywords: Introductory teaching, Architectural acoustics, Environmental acoustics, Smartphone

PACS number: 43.10.Sv [doi:10.1250/ast.37.165]

meter with some basic instructions is probably the most

1. INTRODUCTION
In the university curriculum relating architecture and
built environments, education on sound environment has an
important role. Therefore, it is often introduced in the
lower grades of university as an introductory course. Such
an introductory education on sound environment has been
so far carried out based on the concept of soundscape [1],
and students are instructed to various sounds in different
environment to make a sound map, for example. In this
way, students’ interest and attention are drawn to the sound
environment. On the contrary, exercises using measure-
ment apparatus such as a sound level meter to measure
sounds quantitatively is useful to give a physical insight
and sense of physical measures to the students. However,
this kind of exercise is not generally included in the
curriculum except for higher grade students or ones in a
department specialized for acoustics etc. Even in such a
specialized course, a trial measurement by sound level

e-mail: fumiaki.satoh@it-chiba.ac.jp
y
e-mail: saka@kobe-u.ac.jp
z
e-mail: omoto@design.kyushu-u.ac.jp
polite example. Therefore, it is usually difficult for students
to obtain a physical insight and general sensation of
acoustic quantities such as noise levels.
However, in the introductory stage of sound environ-
ment education, for example, when they are learning ‘‘what
is the sound pressure level?,’’ it would be valuable to have
an experience to measure the sounds quantitatively while
listening the same sounds. In such a way, students can
obtain the relationship between physical measure such as
sound level and how they feel to the sounds, which can
provoke their further interest and development in their
studies.
In this case, preparing many expensive apparatus such
as a sound level meter, which are usually not familiar to
students, and ask them to find a subject of survey according
to their interest, is not realistic. However, if it is possible to
let the students make a survey, with their own interest, by
using a less expensive and familiar instrument, it should be
advantageous and effective to provoke their interest.
Considering the above situations, the authors propose
the use of a smartphone (in this paper, ‘‘smartphone’’ is
used to address all portable information devices including

165

Table 1 Method of the calibration.
Calibration method in this work
 Calibration was done in a anechoic chamber
 Receiving points (the positions where the sound
level meter or the microphone) was 2.5 m from the
loudspeaker (just in front of the loudspeaker, and
the devices were hold by hands).
 The height of the measurement position from the
floor was 1.5 m.
 Calibration was made after having checked that
the sound level did not change significantly around
the receiving point.
 1/1-oct. noise (center frequency of 1 kHz) was
used. Calibration was done using C-weighting.
 Using a measured value by a Class 1 sound level
meter (not simultaneous measurement, but repeat-
ing measurements by Class 1 sound level meter
and SPL Meter one by one). Reading the difference
of the both measurements, which is applied to the
Trim value of SPL Meter.
 The above procedures were done after the SPL Meter had been set to default condition.
iPod touch, iPad, iPad-mini, etc.). Smartphones are
recently very widely spread, and many applications for
acoustic measurements and analyses are provided for them:
from simple measurement like sound level measurement to
rather sophisticated ones like frequency spectrum, band
levels, moreover, measurement of impulse response and
reverberation times.
Nowadays, smartphones are quite popular among
students. Therefore, using such devices, it would be
possible to provide them an opportunity to make an
exercise to measure physical values with their spontaneous
interest [2–6]. In this report, as a test case, we conducted an
introductory teaching program for understanding sound
environment by using a smartphone, and discussed its
potential possibility and development.
2. ACOUSTICAL MEASUREMENT
BY SMARTPHONE
2.1. Application for Measuring Sound Levels
There are many applications for smartphones, for both
iOS and Android, to measure sound levels. However,
among them, there are some applications which cannot
measure A-weighting sound levels and not usable for
practical purposes. Therefore, one should be careful to
choose what application is used.
In this study, we used SPL Meter (Studio Six Digital.
Ver. 5.1) [7] was used for measuring sound levels. This
application is available on both iOS and Android. Although
it does not have integral function for measuring Leq , it
has A- and C-weighting, as well as, slow and fast time
constant. Therefore, basic functions for simple sound level
166
Acoust. Sci. & Tech. 37, 4 (2016)
Notes for instructors who are not specialized in acoustics
 An anechoic chamber is not necessarily used for calibration.
 However, it is important that there is no significant sound level fluctuation around
the receiving point.
 In order to minimize the sound level fluctuation in the room, loudspeaker should
be placed in the corner of the room, which is in many case effective for this
purpose.
 Regarding the sound level for calibration, it should be larger by at least 10 dB
than that when the calibration sound source is switched off.
 The receiving point should not be too close to the sound source (loudspeaker).
 The source signal should be steady-state noise.
 White or Pink noise without frequency filtering can be used. In this case,
considering the device’s microphone pre-amplifier’s characteristics, White noise
should be better than Pink noise.
 When small or middle size loudspeaker which does not has good frequency
response at low frequencies is used, calibration using A weighting can be effective.
 When the noise signal cannot be used, the sound of shower in the bath room can
be usable.
 In order to obtain the reference value, it is not necessarily used a Class 1 sound
level meter, but Class 2 can be good enough in many cases.
meter are available. This is also very inexpensive, and
considered to be suitable for recommending students to
purchase as teaching materials.
First, an experiment to validate the precision of the
application, including the hardware (smartphone) was
carried out. Calibration was made by the following
procedure: Emitting 1/1-oct. band noise (center frequency
1 kHz) from a loudspeaker, we measured the C-weighted
sound level of the noise by the smartphone with SPL Meter
and Class 1 sound level meter (Ono Sokki, LA-4350). In
this way, first the sensitivity of SPL Meter is adjusted
(Detailed information of the calibration is given in
Table 1). Then, A-weighted sound level of 125, 250, 500,
1k, 2k and 4k Hz 1/1-oct. noise, pink noise, white noise
were measured by both the SPL Meter and Class 1 sound
level meter. The measured results are compared.
As the hardware, we employed iPod touch 3 and 4,
iPhone 4 and 4S, and iPad 2 as iOS device (iOS 5.0). The
precisions of these devices were compared. As an example,
the result for iPhone 4 is shown in Fig. 1. The measured
values by iPhone 4 are on the vertical axis, and ones by the
Class 1 sound level meter are on the horizontal axis. As
shown in the figure, all values for 125 Hz band noise
measured by iPhone 4 are lower than the ones by the
Class 1 sound level meter. This tendency is observed in all
iOS devices, except for iPod touch 3, which does not have
a microphone and used with an external microphone. It is
considered that this tendency is attributed to the character-
istics of the microphone pre-amplifier included in the
devices. The iPod touch 3 (with an external microphone:
TASCAM iM2 [8]) does not show this tendency. However,
 F. SATOH et al.: INTRODUCTORY TEACHING METHOD USING A SMARTPHONE

90 that a limiter is installed in the microphone pre-amplifier in

the device. The same tendency is observed in the case of
80 Xperia SO-02C. As for GALAXY SC-02B and Medias
N-04C, such a tendency of higher value from a diagonal
iPhone 4 dB (A)

70
line that is attributed to the limiter is not observed. Their
accuracies are almost the same as those of iOS devices.
60
According the above results, hereafter the Android smart-
phones are not considered in this study.
50

125Hz 2.2. Application for Frequency Analysis

40
There have been available many applications for
smartphones for FFT analysis to measure frequency spectra
30
30 40 50 60 70 80 90 of a sound. One example is Signal Scope Pro from Faber
LA-4350 dB (A) Acoustical [9], which provides not only FFT but also 1/1-,
1/3-octave band analyses. Also it has functions such as
Fig. 1 An example of the result of the accuracy of the time integral sound level meter to measure Leq , oscillo-
sound level measuring application in the case of iOS scope, and signal generator. However, it is rather too
device (iOS 5.0). This example is obtained for a single
expensive to recommend to student to purchase.
smartphone. The measurements were made for several
times for each single smartphone. In this study, as an inexpensive application for
spectrum analyses, bs-spectrum (ver 2.1) from Bismark
[10] is used. This application can prove only FFT analysis,
90 and frequency resolution is rather low. But, it has a
function to fix the display to show the instantaneous value.
80 In the introductory education for sound environment, this
application is good enough for observe the general feature
Xperia SO-01C dB (A)

70 of frequency characteristics of various sounds. This

60
50
40
30
30 40 50 60 70
LA-4350 dB (A)
Fig. 2 An example of the result of the accuracy of the
sound level measuring application in the case of
Android device (Android OS 4.2). The measurements
were made in the same way as in Fig. 1.
in all cases, except for the above tendency, the measured
values by iOS devices are mostly in good agreement with
Class 1 sound level meter, and can be concluded that they
are almost equivalent as a Class 2 sound level meter.
Regarding Android devices, Xperia SO-01C, Xperia
SO-02C, GALAXY SC-02B and Medias N-04C were
examined (Android OS 4.2). As an extreme example, the
result for Xperia SO-01C is shown in Fig. 2. As is seen
in the figure, variations of the data are more significant
than iOS devices, and the tendency of higher data from a
diagonal line is observed. In this device, it is considered
application has a ‘‘stop’’ button; therefore, one can stop
measurement and taking screen shot to record the measured
results as graphical data.
Here, the same iOS devices used in the experiments in
the preceding section, the accuracy of bs-spectrum was
examined. A pink noise is emitted from a loudspeaker in
an anechoic chamber, and the frequency spectrum was
measured by the devices. The results were compared by
80 90
ones measured by an ordinary professional-use set-up: a
Class 1 sound level meter was used as a reference
microphone and pre-amplifier, and FFT analyses were
done by a personal computer with the digital audio
workstation software, Cool Edit Pro 2 which had the
function of FFT with 2,048 points. As an example, the
result measured by iPod touch 4 is shown in Fig. 3. Both
results are generally in fairly good agreement, therefore,
this application can be used for the present purposes.
However, the results obtained by iPod touch 4 show a drop
at frequencies lower than 100 Hz, and it should be noted
that the results in this frequency range are quantitatively
less accuracy. This problem is also attributed to the
characteristics of the pre-amplifier of the microphone
installed in the devices. This low frequency drop is more
significant in the cases of iPhone and iPad: there is a device
which show a sharp low frequency drop from about
200 Hz. On the whole, one should be careful for the
measurement of low frequency sound with these devices.

167
 Acoust. Sci. & Tech. 37, 4 (2016)

90

80

iPod touch-4 dB (A)

70

60

50

40 125 Hz

30
30 40 50 60 70 80 90
LA-4350 dB (A)

Fig. 5 The results of the measurement accuracy of iPod

touch 4 (iOS 5.0) with the simple wind screen.

10
Fig. 3 An example of the results of examining accuracy

Difference from LA-4350 [dB]

of frequency analysis application for iOS devices. Top:
measured by iPod touch 4. Bottom: measured by a PC.
5

-5
iPod touch-4

-10
0 2 4 6 8
Wind Velocity [m]

Fig. 6 The accuracy of the iPod touch 4 with the wind

screen in relation to the wind speed.

less than 6 m/s. Therefore, this simple hand-made wind-

Fig. 4 Hand-made wind screen with plastic foam.
screen can be used for the educational use.

2.3. Effect of a Hand-Made Windscreen
In the introductory courses it is often held a measure-
ment exercise in outdoor. In such a case the effect of wind
can affect measured results. Therefore, we tried to make a
simple hand-made wind screen which fits to iPhones. The
hand-made windscreen is made of plastic foam (originally
used for dish washing purposes). In a block of the foam of
95 mm  65 mm  20 mm a slit (20 mm) is made in which
an iPhone is inserted (see Fig. 4). Attaching this wind-
screen, the measurement accuracy was examined and the
results are shown in Fig. 5. There is no significant bad
effect of the windscreen observed. Also, it was tested in an
outdoor space with measuring the wind speed by a simple
anemometer [11]. The results are shown in Fig. 6. The
measurement error is less than 3 dB when the wind speed is
2.4. Feasibility Study for Using iPad Mini
In the University to which one of the authors belongs,
all students are provided with an iPad mini when they
matriculate at the university. Therefore, it should be worth
discussing the feasibility of using iPad mini for the
introductory course of architectural/environmental acous-
tics.
After having finished the course of studies on iOS
devices mentioned above, a similar consideration was
made for iPad mini. The devices used in the experiments
is iPad mini 2 (model A1490, iOS 8.4), and the applica-
tion used is SPL Meter (note that in this case Ver. 7.2
was used). The results of comparison of measured re-
sults by iPad mini and Class 1 sound level meter are shown
in Fig. 7.

168
 F. SATOH et al.: INTRODUCTORY TEACHING METHOD USING A SMARTPHONE
90
80
iPad mini A1490 dB(A)
70
60
50
40
SPL Meter
30
30 40 50 60 70
LA-4350 dB(A)
Fig. 7 An example of the result of the accuracy of the
sound level measuring application in the case of iPad-
mini (iOS 8.4).
As is observed, the results are in good agreement.
According to the information provided in the homepage
of the producer of the application, the products made by
Studio Six Digital for iOS 6 and above have a function to
switch off the high-pass filter of the internal microphone in
the device. Therefore, it is very likely that this good
accuracy is attributed to the effect of this function.
3. EXAMPLES OF THE EXERCISE FOR
INTRODUCTORY CLASS FOR SOUND
ENVIRONMENT EDUCATION USING
A SMARTPHONE
Making sound map is one of the most typical exercise
assignments in the introductory sound environment educa-
tion course. Practical examples are shown in this section. In
the followings, three examples are shown. These exercise
assignments can be done by either one student as an
individual project or a group of students as a part of
classwork. For example, map 1 can be done by one student
alone, but map 2 will be better done by two students of
whom one measures sound level and the other measures
sound spectrum. However, as a trial study, all examples are
made by an individual. These are made by using iPhone 4
and iPod touch 4 with SPL Meter and bs-spectrum. In the
practical measurements condition, wind was calm and the
results here are all measured without the windscreen.
3.1. Example of Sound Map 1: Measurement of Sound
Levels
Making a sound map is generally performed in the
introductory classes for environmental acoustics. However,
in most classes it is difficult to prepare sound level meters
for all students. Therefore, students are often asked only to
80 90
Fig. 8 Example of sound map 1 (unit: dB(A)). Al-
though not appearing in this map, there are two main
roads with heavy traffic in 200 m North of Point · and
200 m South of Point . The numbers in the map
correspond to the measurement points.
listen what they hear, and arrange the results on the map
based on the concept of soundscape (here this means its
original idea which emphasizes the importance of listening
to surrounding sound environment) [1]. Here, in order for
students to obtain quantitative sense of sound level, and to
understand the difference in their sensation as a difference
in physical value, a trial was made to make a sound map
with sound level measurement by smartphones. The test
area is the south most area of Hirata-cho, Ashiya-city,
which is rather quiet residential quarter, however, there are
two roads with heavy traffic within 200 m distance. In this
area, measurements were carried out in about ten points.
The measurement device was iPod touch 4 (with installed
microphone) with the software of SPL Meter. The peak
value of the A-weighted sound pressure level with slow
time constant was read. The sound map is shown in Fig. 8.
Observation of this map will give some insight, for
example: even the distance from the main traffic is the
same, sound levels can differ depending on whether the
observation point is hidden by a building, or whether the
main traffic can be seen directly from the observation point,
etc. Through such a discussion, students can gain insight
into the various factors affecting the sound level and its
distribution. Therefore, even though this assignment is
basic, it is useful in the early stage of the introductory
acoustic education.
3.2. Example of Sound Map 2: Measurement of
Frequency Spectrum
As an advanced assignment, students were asked to
measure the frequency spectrum as well as sound level at
each point, and compare them with the feature of sound
169
 Acoust. Sci. & Tech. 37, 4 (2016)

(1) In Front of Toyonaka Sta., Near the Route 176.
68.0 dB(A) (Slow, Peak). The location is in front of Hankyu
Railway station, and near a fairly busy road. This was
measured at around noon in which traffic was relatively
lower. This noise level varies according to the traffic light.
The above value was measured when the traffic light of the
Route 176 is on green.
(2) North of Oike Primary School
55.6 dB(A) (Slow, Peak). This was measured when the
physical education is on in the school ground. It was rather
quiet around the school with only slight traffic noise from the
nearby main traffic. The noise level is around 45 dB(A) when
the teacher only spoke. The above value was measured
when pupils raised their voices.

Oike Primary School

Toyonaka Station

(3) Residential street (Honmachi, Toyonaka city, Osaka)

33.5 dB(A) (Slow, Peak). This is a very quiet residential street.
There is a small park near this point, but there were no people
in the park. Unless a person or a car was passing by, there was
almost no sound. This point is far enough from main traffics and
no traffic noise was heard.

Fig. 9 Example of sound map 2 (unit: dB(A)).

environment heard there. The devices used are iPod touch
or iPhone (in both cases the installed microphones are
used). Sound levels were measured by SPL Meter, and the
frequency spectra were measured by bs-spectrum. In the
spectrum measurement time window (integrating time) was
set to 4 seconds. In a measurement point, the stop button is
pushed when the observer judged that the most significant
sound was heard so that its characteristics were caught.
Then, a screen shot was taken.
An example of sound map made in this way is shown in
Fig. 9. The measurement area was a typical urban area in
Toyonaka-city. The sound level was rather high at the point
near to main traffic, and frequency spectrum was also
strongly affected by road traffic noise there. In the point
near to a primary school, a line spectrum which shows a
feature of human voices was observed: there was a physical
education in the school’s ground when the measurement
was carried out. On the other hand, in a residential area
apart from main traffic and the school, the sound level was
very low. This level is rather lower than that in Fig. 8,
which means that there was no significant noise source
relating daily life.

170
 F. SATOH et al.: INTRODUCTORY TEACHING METHOD USING A SMARTPHONE

Table 2 Example of measurement of sound shielding efficiency of the window.

Window Weighting Measured Level Remarks

Open A 53.2 dB (A)
When the window is closed the quite quiet in the room and the level is very low. But,
Close A 40.4 dB (A) when opened the level raised by more than 10 dB.

Open C 62.4 dB (C) Even though the measurement condition is the same, and the results show a similar
tendency, the difference of the level of open/close window condition becomes
Close C 57.4 dB (C) smaller. This is considered to indicate that either the effect of the window is low at low
frequencies, or the external noise contains low frequency components mainly.

3.3. Example of Sound Measurement: Effect of Win-
dow on the External Noise
As a simple example of output of an assignment for
students, comparing the measured sound levels in the case
of open and closed window can be a useful for students to
understand the sound insulation effect of window. Table 2
is a simple example of the measured results of the sound
pressure levels (with A and C weighting) obtained by SPL
Meter on iPad mini. Using the internal microphone of
iPad mini, the external noise (mainly by rain noise) was
measured when the window was opened and closed.
Comparing these results, the interest on the window’s
sound insulation performance can be provoked.
4. ADDITIONAL PROBLEMS
In this report, several possible assignments were tried
and the results are shown for the introductory education of
sound environment by using smartphone. Mostly, positive
impressions are heard from the students. Examples are as
follows:
– Better understanding the relation between perceived
loudness of sound and noise level.
– Also, useful to understand the relationship between
impressions of sound environment and physical
quantities.
The results of our trial showed the possibility of effective
usage of smartphone for educational purposes.
There are, however, the issues to be solved. These are
obtained by the discussions with students and listed below.
The problem of cost for software Even inexpensive (85
JPY for SPL Meter, and 350 JPY for bs-spectrum), most
reliable software are not free for both iOS and Android.
The opinions of the students was divided into positive and
negative and the typical examples are; ‘‘acceptable: same
as textbook’’ and ‘‘hesitated thinking about the continuous
use.’’ Also, ‘‘The textbook may have the choice that I do
not buy, but there is no option of for the software which is
necessary for practical training.’’ The problem depends on
the understanding of students.
The prevalence of the device In current situation, the
students using smartphone are increasing, but all the
members do not have it. It is desirable that all the students
examine the problem individually based on their own
interests for the assignments shown in this report. Consid-
ering the situation of insufficient distribution of smart-
phone, it is necessary to arrange the problems being
examined in a group. Additional problems also arise such
as a feeling of unfairness of students bearing cost. Further
cost problem would arise if the advanced measurement are
assumed such as band level analyses or Leq . Possible
solution is preparing and offering the sufficient number of
devices such as iPod touch with necessary software
installed for each group.
5. CONCLUDING REMARKS
The examples of trials of using smartphones, which
were used as the acoustic measurement apparatus with
appropriate software, in the introductory education pro-
gram of environmental acoustics were described. In
addition to the representative smartphones of iPhone,
Android, the mobile devices such as iPod, iPad, were also
used. The potential accuracy and performance of typical
inexpensive measurement software were examined. Also,
examples in the practical assignment of making sound
maps were shown. Results showed that iOS products
showed sufficient performance in the measurement of noise
level. Some of the Android device showed equivalent
performance as iOS device, but not the all. As well known,
too many devices exist for Android type. The effective
suggestions for the sound limiter in devices, or some kinds
of authorization system would be valuable topics. Needles
to say, these regularization and discussions for linearity
are not limited for acoustical applications, but also
available for illumination photometer applications, for
example. More and more spread is expected for the
smartphone. However, the careful consideration would be
necessary for educational use unless 100% distribution is
assured. The availability of smartphone as elementary
measurement apparatus are shown in this report. Advanced
assignments and practical introduction in the university
curriculum are examples of our current subject.

171

ACKNOWLEDGEMENT
A part of this research was funded by Strategic
Research Foundation Grant-aided Project for Private
Universities, Japan (S1311003). Cooperation of the stu-
dents from Chiba Institute of Technology, Kobe University
and Kyushu University are highly appreciated.
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