PDF Ansi s1260 2002 Compress

ANSII S12
ANS S12.60
.60-20
-2002
02
AMERICAN NATIONAL STANDARD

ACOUSTICAL PERFORMANCE
CRITERIA, DESIGN REQUIREMENTS,
AND GUIDELINES FOR SCHOOLS
2
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Accredited Standards Committee S12, Noise
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tional coordinator of voluntary standards development and the clear-
inghouse in the U.S. for information on national and international
standards.
The Acoustical Society of America (ASA) is an organization of sci-
entists and engineers formed in 1929 to increase and diffuse the
knowledge of acoustics and to promote its practical applications.
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ANSI S12
S12.60-
.60-200
2002
2
AMERICAN NATIONAL STANDARD
Acou
Acoust
stic
ical
al Pe
Perf
rfor
orma
manc
nce
e Cr
Crit
iter
eria
ia,,
Design
Des ign Req
Requir
uireme
ements
nts,,
and Guidelines for Schools
Secretariat
Acous
Acoustic
tical
al So
Socie
ciety
ty of Am
Ameri
erica
ca
Approved 26 June 2002

Ameri
America
can
n Na
Natio
tiona
nall St
Stand
andard
ards
s Ins
Instit
titute
ute,, Inc
Inc..

Abstract
Privacy Policy
This Standard provides acoustical performance criteria, design requirements, and design guidelines for
Marketing
new school classrooms and other learning spaces. The standard may be applied when practicable to the
major renovation of existing classrooms. These criteria, requirements, and guidelines are keyed to the
Personalization
acoustical qualities needed to achieve a high degree of speech intelligibility in learning spaces. Design
Analytics
guidel
guideline
ines
s in inf
inform
ormati
ative
ve ann
annexe
exes s are int
intend
ended
ed to aid in con
confor
formin
ming
g to the per
perfor
forman
mance
ce and des
design
ign
requir
req uireme
ements
nts,, but do not guaguaran
rantee
tee con
confor
forman
mance.
ce. Test pro
proced
cedure
ures
s are pro
provid
vided
ed in an ann
annex
ex whe
whenn
Save conformance to this
Accept All standard is to be verified.
16:15:49

AMERIC
AMERICAN
AN NA
NATIO
TIONA
NAL
L ST
STAN
ANDAR
DARDS
DS ON ACO
ACOUS
USTIC
TICS
S
The Acoustical Society of America (ASA) provides the Secretariat for Accredited
Standards
Stand ards Committees
Committees S1 on Acoustics,
Acoustics, S2 on Mech
Mechanical
anical Vibration
Vibration and Shock,
S3 on Bioacoustics, and S12 on Noise. These committees have wide represen-
tation from the technical community (manufacturers, consumers, trade associa-
tions, general-interest and government representatives). The standards are pub-
lished
lished by the Acoustic
Acoustical
al Soc
Societ
iety
y of Ame
Americ
rica
a thr
throug
ough
h the American
American Ins
Instit
titute
ute of
Physics as American National Standards after approval by their respective Stan-
dards Committees and the American National Standards Institute.
These sta
These standa
ndards
rds are dev
develo
eloped
ped and pubpublish
lished
ed as a pub
public
lic ser
servic
vice
e to pro
provid
vide
e
standards useful to the public, industry, and consumers, and to Federal, State, and
local governments.
Each of the accredited Standards Committees, operating in accordance with pro-

cedures approved by American National Standards Institute (ANSI),
(ANSI), is responsible
for developing, voting upon, and maintaining or revising its own Standards. The
ASA Standards Secretariat administers Committee organization and activity and
provides liaison between the Accredited Standards Committees and ANSI. After
the Standards have been produced and adopted by the Accredited Standards
Committees, and approved as American National Standards by ANSI, the ASA
Standards Secretariat arranges for their publication and distribution.
An American National Standard implies a consensus of those substantially con-

cerned
cerned wit
with
h its sco
scope
pe and pro
provis
vision
ions.
s. Con
Consen
sensus
sus is est
establ
ablish
ished
ed whe
when,n, in the
judgment of the ANSI Board of Standards Review, substantial agreement has
been reached by directly and materially affected interests. Substantial agreement
means much more than a simple majority, but not necessarily unanimity. Consen-
sus requires that all views and objections be considered and that a concerted
effort be made towards their resolution.
The use of American National Standards is completely voluntary. Their existence

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Standards or not, from manufacturing, marketing, purchasing, or using products,
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dures not confo
conforming
rming to the Stand
Standards.
ards.
NOTICE: This American National Standard may be revised or withdrawn at any
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as of the American National Standards Institute require that
action be taken periodically to reaffirm, revise, or withdraw this Standard.
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© 2002 by Acoustical Society of America. This standard may not be reproduced in whole or
in part in any form for sale, promotion, or any commercial purpose, or any purpose not
Save falling within the
Accept Allprovisions of the Copyright Act of 1976, without prior written permission of
the publisher. For permission, address a request to the Standards Secretariat of the Acous-
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16:15:49

Contents
Page
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1 Scope, purpose and applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2 Normative references . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
3 Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
4 Acoustical performance criteria and noise isolation design
requirements and guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Annexes
A Rati
Ration
onal
ale
e fo
forr ac
acou
oust
stic
ical
al pe
perrfo
forrman
ance
ce cr
crit
iter
eria
ia . . . . . . . . . . . . . . . . . . 10
B Design guidel
guidelines
ines for noise contr
control
ol for
for buildin
building g servic
services, es,
utilities, an
and in
instructional eq
equipment . . . . . . . . . . . . . . . . . . . . . . . . . . 14
C Design guidelines for controlling reverberation in classrooms
and other learning spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
D Design guidelines for noise isolation . . . . . . . . . . . . . . . . . . . . . . . . . 23
E ‘‘Good architectural practices’’ and procedures to verify
conformance to this standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
F Potential conflic
Potential conflicts
ts betwe
betweenen thethe acous
acousticaltical requi
requiremen
rements ts of this
standard and indoor air quality (IAQ) and multiple chemical
sensitivity (MCS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
G Cautionary remarks on using supplemental descriptors for
eval
evalua
uati
ting
ng nois
noise
e in classr
classroo
ooms
ms and
and other
other lear
learni
ning
ng spac
spaces
es . . . . . . 35
Tables
1 Maximum A-weighted steady background noise levels and
maximum reverberation times in unoccupied, furnished
learning spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2 Minimum STC ratin
Minimum ratings
gs requi
required
red for single or comp
composite
osite wall,
floor-ceiling, and roof-ceiling assemblies that separate an
encl
enclos
osed
ed cor
core
e lear
learni
ning
ng spa
space
ce fro
from
m an adj
adjac
acen
entt spac
space
e ......... 7
3 Minimum STC
Minimum STC ratings
ratings recom
recommende
mended d for
for single or compo composite site wall,
floor-ceiling and roof-ceiling assemblies separating an ancillary
space fr
from anan ad
adjacent sp
space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
C.1
functionality, as well as marketing, Minimum surface area of acoustical treatment for different
personalization, and analytics. You sound absorption coefficients, ceiling heights, and reverberation
may change your settings at any time times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
or accept the default settings. D.1 Approximate difference between the minimum STC rating
required for building envelope components and the required
outdoor-to-indoor no
noise le
level re
reduction . . . . . . . . . . . . . . . . . . . . . . . 25
Privacy Policy D.2 Correction
Correction data
data for
for estimatin
estimating
g the STC
STC rating
rating of a two-ele two-element ment
composite building assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Marketing
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i
16:15:49

Foreword
[This for
[This forewo
eword
rd is for informat
information
ion only and is not an int
integr
egral
al par
partt of America
American
n
National
Nation al Stand
Standard
ard Acoustical
Acoustical Perfo
Performan
rmance
ce Crite
Criteria,
ria, Design Requir
Requirement
ements,
s, and
Guidelines for Schools .]
.]
This standard contains 7 annexes.
This standard
mittee was developed
S12, Noise, which has under the jurisdiction
the following scope: of Accredited Standards Com-
Standards, specifications, and terminology in the field of acoustical noise pertaining
to methods of measurement, evaluation, and control, including biological safety, tol-
erance, and comfort, and physical acoustics as related to environmental and occu-
pational noise.
At the time this standard was submitted to Accredited Standards Committee S12,
Noise, for final approval, the membership was as follows:
P.D. Schomer, Chairman
Schomer, Chairman
R.D. Hellweg, Vice
Hellweg, Vice Chairman
S.B. Blaeser, Secretary
Blaeser, Secretary
Abbot Laboratories........................................... D. Walton

B. Muto (Alt
(Alt .)
.)
Acoustical Society of America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B.M. Brooks
W.J. Galloway (Alt (Alt .)
.)
Aearo Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E.H. Berger
Air-
Air-co
condndit
itio
ioni
ning
ng and
and Ref
Refri
rige
geraratition
on Ins
Instititu
tute
te (AR
(ARI) I) . . . . . . . . . . . . . . . . R. Se Seelel
M. Darbeau (Alt. (Alt.))
Alum
Alumininum
um Comompa panyny of Am
Amer eriica (A
(ALC
LCO OA). . . . . . . . . . . . . . . . . . . . . . . W.D. Ga Gallla
lagh
gher
er
American Academy of Otolaryngology,
Head an and NeNeck SuSurgery, In Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R.A. DoDobie
L.A. Michael (Alt (Alt .)
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Amer
Am eric
ican
an Co
Colllleg
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e of Oc
Occu
cupapatition
onal
al Me
Medi dici
cine.
ne. . . . . . . . . . . . . . . . . . . . . P.J .J.. Br
Brow
owns
nsonon
J. Sataloff (Alt
(Alt .)
.)
Amer
Am eriica
can
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Indus
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al Hy
Hygi
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ene e As
Assosoci
ciat
atiion. . . . . . . . . . . . . . . . . . . . . . . . D. Dr Dris
isco
colll
J. Banach (Alt (Alt .)
.)
American Otological Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R.F. Naunton
American Society of Heating, Refrigeration, and
Air-Conditioning En Engineers (A (ASH
SHR RAE) . . . . . . . . . . . . . . . . . . . . . . . . . H.S. Pe Pei
Americ
Ame rican
an Speec
Speech-Hh-Hear
earing
ing-La
-Langu
nguage
age Ass
Associ ociati
ation
on (ASHA)
(ASHA) . . . . . . . . J.D. C. Ramspeck
J.D Roysterr (Alt
. Royste (Alt .)
.)
This website stores data such as R. Levinson (Alt
Levinson (Alt .) .)
cookies to enable Aessential
Engsite
udio En ineering So Society, In Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
M.R. ChChial
functionality, as well as marketing, D. Queen (Alt
(Alt .)
.)
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Bruanalytics.
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Instruments, In
In Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
M. Alexander
may change your settings at any time J. Chou (Alt.
(Alt.))
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D.G. Roley (Alt.
(Alt.))
Com
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pres
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Air an
and
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Gas Ins
nsttit
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(CAGI GI).). . . . . . . . . . . . . . . . . . . . . . . J.
J.H.
H. Ad
Addi
ding
ngtton
D.R. Bookshar (Alt. (Alt.))
Privacy Policy Council for Accreditation in Occupational
Hearing Co Conservation (C(CAOHC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R. Da Danielson
Marketing E.H. Berger (Alt
(Alt .)
.)
Howard Leight Industries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V. Larson
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J.C. Bradley (Alt.
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(ITICIC)) . . . . . . . . . . . . . . . . . . R.D.
R.D. Hel
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W.H. Johnson (Alt
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.)
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s , An d e rso n & A sso ci a te s (
(J
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R.R. Anderson (Alt
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iii
16:15:49

Larson-Davis, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L. Davis

L. Harbaugh (Alt
(Alt .)
.)
Lucent Te
Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B. MoMottahed
D. Quinlan (Alt.
(Alt.))
Nat
atiion
onal
al Cou
Counc
nciil of Aco
Acou ust
stic
ical
al Con
Consu sullta
tantntss . . . . . . . . . . . . . . . . . . . . . . J. Erd
Erdre
reic
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Nati
Nation
onal
al Elec
Electr
tric
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al Manu
Manufa fact
ctur
urer
erss Asso
Associ ciat
atio
ion n (NEMA
(NEMA)) . . . . . . . . . . . . D. Rawl Rawlin
ings
gs
Nati
Nation
onal
al Hea
Heari
ring
ng Con
Conse
serva
rvatition
on Ass
Assoc ociaiati
tion
on (NH(NHCA CA)) . . . . . . . . . . . . . . K. K.L.
L. Mic
Micha
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Nort
Northh Amer
Americ
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an Insu
Insula
lati
tion
on Manu
Manufa fact
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Associ ciat
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ion.n. . . . . . . . . . . . . R. Godf
Godfre
reyy
R. Moulder (Alt.
(Alt.))
Power To
Tool In
Institute, In Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G. ReRescigno
J. Nosko (Alt.
(Alt.))
U.S. De
Department of of th
the Ai Air FoForce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R.L. Mc McKinley
U.S. Army Aeromedical Research La Lab . . . . . . . . . . . . . . . . . . . . . . . . . W. Ahroon
D. Ostler (Alt.
(Alt.))
U.S. Army
Army Center for Health Health Promotion
Promotion and Preventive Preventive Medicine Medicine . . G.A. Luz
W. A. Russell (Alt.
(Alt.))
U.S. Army Construction Engineering Research Laboratories (USA-
CERL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L. Pater
U.S.
U.S. Ar
Army
my Hum
Human an ResResea earcrch h & Engi
Engine neer erin
ingg Dire
Direct ctor
oratatee . . . . . . . . . . J. KalKalb
b
T.R. Letowski (Alt
(Alt .)
.)
U.S. Naval Surface Warf rfa
are Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . S.A. Fisher
J.M. Niemiec (Alt.
(Alt.))
U.S. Department of Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. Konheim
Individual Experts of Accredited Standards Committee S12, Noise, were:
P.K. Baade K.M. Eldred A.H. Marsh W.R. Thornton

R.W. Benson L.S. Finegold J. Pope H.E. von Gierke
W.J. Galloway L.A. Wilber
L.L. Beranek J.D. Royster
R.K. Hillquist G.E. Winzer
E.H. Berger P.D. Schomer
D.L. Johnson G.S.K. Wong
S.H.P. Bly W.W. Lang J.P. Seiler R.W. Young
B.M. Brooks G.C. Maling, Jr. L.C. Sutherland
Working Group S12-42, Classroom Acoustics, which assisted Accredited Stan-

dards Committee S12, Noise, in the preparation of this standard, had the following
membership:
D. Lubman and L.C. Suthe
Sutherland
rland,, Co-Chairmen
K.L. Anderson R.D. Godfrey P.B. Nelson A. Seltz

R.E. Apfel J.J.C. Gould M.T. Nixon N.T. Shade
J.S. Bradley W.H. Hannon J. Olson L.L. Semesky
B.M. Brooks R.D. Hellweg S.W. Payne G.W. Siebein
This website stores data such asD.C. Bruck M.R. Hodgson K.S. Pearsons J.J. Smaldino
cookies to enable essential site A.J. Campanella K.A. Hoover
R.J. Peppin S.D. Soli
R.C. Coffeen S. Inglis
J. Pope D.L. Sorkin
D. Collings
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D. Queen N.D. Stewart
D.L. Johnson
may change your settings at anyC.C.timeCrandell R. Randall L. Thibault
T.J. DuBois H.F.. Kingsbury
H.F
or accept the default settings. J.G. Lilly L. Redden B.D. Tinianov
G. Ehrlich
S.L. Ehrlich J. Lyons S.I. Roth E.A. Wetherill
J. Erdreich H.L. Merck K.P. Roy S.J. Woodhead
Privacy Policy D. Fagen R. Moulder M.E. Schaffer W.A. Yost
Marketing
Suggestions for the improvement of this standard are welcome. They should be
Personalization made in writing to Accredited Standards Committee S12, Noise, in care of the
Standards Secretariat, Acoustical Society of America, 35 Pinelawn Road, Suite
Analytics
114E, Melville, New York 11747. Telephone:  1 631 390 0215; FAX:  1 631 390
0217; e-mail: asastds@aip.org
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iv
16:15:49

AMERICAN NATIONAL STANDARD ANSI S12.60-2002
vide des
vide design
ign flex
flexibil
ibility
ity wit
withou
houtt com
compro
promis
mising
ing the
Am
Amer
eric
ican
an Na
Nati
tion
onal
al St
Stan
anda
dard
rd
goal of obtaining adequate speech intelligibility for
all students and teachers in classrooms and learn-
ing spaces within the scope of this standard.
ACOUSTICAL
1.1.2 Acoustical performance criteria are specified
1.1.2 Acoustical
PERFORMANCE in this standard by limits on maximum one-hour
A-weighted and C-weighted background noise lev-
CRIT
CRITER
ERIA
IA,, DE
DESI
SIGN
GN els and limits on maxim
maximum
um reverberation
reverberation times.
times. An
REQUIR
REQ UIREM
EMENT
ENTS,
S, AND obje
ob ject
ctiv
ive
e of ththes
ese
e pe
perf
rfor
orma
mancnce
e cr
crit
iter
eria
ia is to
achieve a level of speech that is sufficiently high
GUID
GU IDE
ELI
LIN
NES FOFORR relative
relat ive to the background
background noise level for listeners
SCHOOLS throughout the classroom or learning space. How-
ever, a requirement for the relative difference be-
tween
twe en spe
speech
ech lev
levels
els and lev
levels
els of bac
backgr
kgroun
ound
d
0 Int
Introd
roduc
uctio
tion
n noise, usually referred to as the signal-to-noise ra-
tio, is not within the scope of this standard.
Good acoustical
acoustical qualit
qualities
ies are essen
essential
tial in class
class--
rooms and other learning spaces in which speech 1.1.3 The con
1.1.3 contro
troll of bac
backgr
kgroun
ound
d noi
noise
se lev
levels
els in
communication is an important part of the learning this standard is achieved, in part, by specifying the
proces
process.
s. Exc
Excess
essive
ive bac
backgr
kgroun
ound d noi
noise
se or rev
rever-
er- minimum
minim um noise isolat
isolation
ion for schoo
schooll buildin
building
g ele-
berati
beration
on in suc
suchh spa
spaces
ces int
interf
erfere
eres
s wit
with
h spe
speech
ech ments. Noise isolation requirements are applicable
communication
communicat ion and thus prese presentsnts an acous
acoustical
tical to the following two types of intrusive noise.
barrier to learning. With good classroom acoustics,
• No
Nois
isee th
that
at in
intr
trud
udes
es ininto
to th
thee cl
clas
assr
sroo
oomm or
learning
learn ing is easie
easier, r, deeper,
deeper, more sustained,
sustained, and
lear
learni
ning
ng sp
spac
acee frfrom
om sosoururce
cess ou
outstsid
ide
e of th the
e
less fatiguing. Teaching should be more effective
school building envelope. These noise sources
and less stressful with good acoustical character-
incl
includ
udee vevehi
hicu
cula
larr tr
traf
affic
fic,, aiairc
rcra
raft
ft,, ind
indus
ustr
tria
iall
istics in a classroom. There can be more verbal
plan
plants
ts,, an
andd ac
acti
tivi
vity
ty in sc scho
hool
olya
yard
rds s or fr from
om
intera
int eracti
ction
on and les lesss rep
repeti
etitio
tion
n bet
betwee
ween n tea
teache
cherr
ground
gro unds s mai
mainte
ntenan
nance.
ce. (Sc
(Schoo
hoolsls usu
usuall
ally
y can
and students when spoken words are clearly un-
control only the schoolyard and grounds-main-
dersto
der stood.
od. Althoug
Although h all tho
those
se in a claclassr
ssroom
oom,, in-
tenance noise sources. However, when a new
cluding
cludin g teach
teachers
ers and adult learners,
learners, will benefi
benefit, t,
school site is under consideration, sound from
special beneficiaries are young children and per-
commercial, industrial and transportation noise
sons
son s wit
withh hea
hearin
ring,
g, lan
langua
guage,
ge, spe
speech
ech,, att
attent
ention
ion
sources can be taken into account.)
deficit, or learning disabilities. As discussed further further
• Noise that originates
originates within
within the school build-
in annex A, conformance to this standard will im-
ing and intintrud
rudes
es int
into
o the claclassr
ssroom
oom thr throug
oughh
prov
pr ovee ththe
e ququal
alit
ity
y of ed educ
ucat
ation
ion by elielimi
mina
natiting
ng
acoustical barriers for all students and teachers, classroom walls and parti
classroom partitions
tions,, floor-
floor-ceilin
ceiling
g as-
This website stores
includ ingdata
including suchwith
those as comm
communicat
unication
ion disabi
disabilities
lities..
semblies and ventilation systems. Interior noise
cookies to enable essential
Good design andsite
attention to detail throughout the
sources can be isolated through the proper de-
functionality, asstruct
constr
con well as marketing,
uction
ion or ren
renova
ovatio
tion
n pro
proces
cesss can ensensureure sign and construction of the school building and
conformance to the requirements of this standard. by noise control measures applied to the build-
may change your settings at any time ing services and utilities.
or accept the
1 Scdefault
Scopope,e,settings.
purp
pu rposose,e, an
and d ap
applplic
icat
atio
ions
ns 1.1.4 This standard does not apply to noise gen-
1.1.4
erated
erated within a class
classroom
room by its occupants.
occupants. Occu-
1.1 Sc
1.1 Scopope
e
pant-generated noise sources include voices and
Privacy Policy
1.1.1 This sta
1.1.1 standa
ndard
rd pro
provid
vides
es aco
acoust
ustica
icall per
perfor
for-- the sounds
sounds of claclassr
ssroom
oom activitie
activities
s suc
suchh as the
mance criteria and desig
designn requir
requirement
ements s for class- moving of chairs. Furthermore, this standard does
Marketing
rooms and other learning spaces. Annexes are in- not apply to the noise from portable or permanent
Personalization
cluded to provide information on good design and built-
built-in
in equ
equipm
ipment
ent use
usedd dur
during
ing the cou
course
rse of in-
construct
const ruction
ion pract
practices,
ices, insta
installatio
llation
n metho
methods,ds, and struction, such as audiovisual equipment and com-
Analytics
optional procedures to demonstrate conformance puters. However, the background noise generated
to the acoustical performance and design require- by occup
occupants
ants and instr
instructio
uctional
nal equip
equipment
ment can se-
Savements of thisAccept All This standard seeks to pro-
standard. riously degrade communication or speech intelligi-
1 © 2002 Acoustical Society of America

16:15:49

ANSI S12.60-2002
bility in learn
learning
ing spaces
spaces.. Recom
Recommendmendations
ations are Core learning spaces larger than the above vol-
given in B5 in annex B for noise control of instruc- ume limit shall be considered ancillary spaces for
tional
tional equ
equipm
ipment
ent.. Rec
Recomm
ommendendati
ations
ons for bac
back-
k- purposes of this standard. The standard does not
ground noise assessment procedures are given in apply to specia
special-pur
l-purpose
pose class
classrooms
rooms,, teleco
teleconfer-
nfer-
E3.2.1 in annex E for such equipment. The teacher encing rooms, special education rooms, such as
can
ca n reredu
duce
ce clclas
assr
sroo
oom
m ac acti
tivi
vity
ty no
nois
ise
e didire
rect
ctly
ly those
those for sevsevere
erely
ly aco
acoust
ustica
ically
lly-ch
-challe
allenge
ngedd stu
stu--
through
throu gh appro
appropriat
priatee contr
controls.
ols. This activ
activity
ity noise dents or other spaces, such as large auditoria that
can also be reduced indirectly in classrooms with have unique or more stringent acoustical require-
acoustical qualities that conform to this standard ments. Conformance to the requirements of this
since
sin ce a qui
quiet
et cla
classr
ssroom
oom wit
with
h low rev
reverb
erbera
eratio
tionn standard should be considered to be a minimum
tends inherently to encourage children to lower the goall for the aco
goa acoust
ustica
icall qua
qualit
lities
ies of suc
suchh spa
spaces
ces,,
level of their voices and the sounds of their activity. excluding auditoria. The standard does does not provide
recommendations for electronic amplification or for
1.1.5 The following annexes are provided to sup-
1.1.5 The
electr
electroni
onic
c aid
aids
s for per
person
sonss wit
with h hea
hearin
ringg imp
impair
air--
port this standard.
ment.
• Annex A: Rationale
Rationale for the acous
acoustical
tical perfor-
perfor-
1.3.2 The acoustical performance criteria and de-
1.3.2 The
mance criteria in this standard. (Informative)
sign requirements of this standard apply during the
• Annex B: Design guidelines
guidelines for noise control
control
design and construction of all new classrooms or
for building services, utilities, and instructional
lear
learnin
ning
g spspac
aces
es of sm small
all-t
-to-
o-mo
modedera
rate
te si
size
ze as
equipment. (Informative)
specified in 1.3.1. As far as is practicable, these
• Annex C: Design
Design guidelines for controlli
controlling
ng re-
acoust
aco ustica
icall per
perfor
forman
mance ce cri
criter
teria
ia and desdesign
ign re-
verber
ver berati
ation
on in cla
classr
ssroom
ooms s and oth
other
er lea
learni
rning
ng
quirements also apply during the design and re-
spaces. (Informative) cons
co nstrtruc
ucti
tion
on of al alll re
reno
nova
vateted
d clclas
assr
sroo
ooms
ms anandd
• Annex D: Design guidelines for for noise isolation
learning spaces. However, the noise reduction and
betw
be twee
eenn adadja
jace
cent
nt le
lear
arni
ning
ng spspac
aces
es wiwith
thin
in a
reverberat
rever beration
ion contr
controlol princ
principles
iples in this stand
standard
ard
school building and noise isolation by the build-
also apply to larger classrooms or learning spaces.
ing facade. (Informative)
Thus, while this standard does not necessarily ap-
• Annex E: ‘‘Good architectural
architectural practices’’
practices’’ and
ply to all college and university classrooms or lec-
procedures to verify conformance to the stan-
ture halls, business or professional educational in-
dard. (Normative but Informative if conformance
stit
stitut
utio
ions
ns or ot othe
herr ad adul
ultt ededucucat
atio
ion
n cecent
nter
ers,
s,
is not to be verified.)
acoust
aco ustica
icall per
perfor
forman
mance ce cri
criter
teria
ia and desdesign
ign re-
• Anne
Annex x F: Po Potetent
ntia
iall co
confl
nflic
ictt be
betw
twee
eenn th thee
quirements similar to those in this standard may
acoustical requirements of this standard and in-
still pertain to such applications.
applications. Appro
Appropriat
priate
e appli-
doorr air qua
doo qualit
lity
y (IA
(IAQ)
Q) and mul multip
tiple
le che
chemic
micalal
cation
catio n of this stand
standard
ard to such alternative
alternative learning
sensitivity (MCS). (Informative)
spaces is encouraged.
• Anne
Annex x G: Ca Caututio
iona
naryry re
rema
markrkss on us usin
ingg
supplemental descriptors for evaluating noise in 1.3.3 This standard is intended for use by school
1.3.3 This
classrooms
classr ooms and other learning space spaces.s. (Inf
(Infor-
or- building specialists, educators, and parents. The
This website stores
mative) data such as information in annexes B, C, and D is intended for
cookies to enable essential site direct application by school design professionals
functionality,
1.2
1. as
2 Puwell
Purp as emarketing,
rpos
ose including architects.
may changeThis yourstandard
settings is
at intended
any time to help school planners
or accept the
and default settings.
designers provide the acoustical qualities nec- 2 No
Norma
rmativ
tive
e ref
refere
erenc
nces
es
essary for good speech communication between
The follow
following
ing stand
standards
ards contain provis
provisions
ions that
that,,
studen
stu dents
ts and teateache
chers
rs in claclassr
ssroom
ooms s and oth
otherer
through reference in this text, constitute provisions
Privacy Policy
learning spaces without the use of electronic am-
of this American National Standard. At the time of
plification systems.
Marketing approval
appro val of this standard
standard by the Ameri
American
can National
Standards Institute, Inc. (ANSI), the editions indi-
1.3 App
Applica
lication
tionss
Personalization cated were valid. Because standards are revised
1.3.1 This sta
1.3.1 standa
ndardrd app
applie
lies
s to cla
classr
ssroom
oomss and from time to time, users should consult the latest
Analytics
other core learni
learningng spaces of small-small-to-mo
to-moderat
derate e revision approved by the American National Stan-
size with volumes not exceeding 566 m 3 (20 000 dards Institute (ANSI), International Electrotechni-
Saveft3) and to ancillary
Accept learning
All spaces of any volume. cal Commission (IEC), and the American Society

16:15:49

ANSI S12.60-2002
for Testing and Materials (now called ASTM Inter- interaction or similar activity other than formal in-
national). For the purposes of this standard, the struction. These areas include, but are not limited
use of the latest revision of a referenced standard to, cor
corrid
ridors
ors,, caf
cafete
eteria
rias,
s, gym
gymnas
nasia,
ia, and ind
indoor
oor
is not mandatory. Information on recent editions is swimming pools.
available from the ASA Standards Secretariat and
3.1.2 aco
3.1.2 acoust
ustica
icall pri
privacy. Pertains to the acousti-
vacy
ASTM International.
cal attenuation between spaces that is needed to
ANSI
ANSI S1
S1.1
.1-1
-199
994
4 (R
(R19
1999
99),
), Am
Amer
eric
ican
an Na
Nati
tion
onal
al prevent conversation in one space from being un-
Standard Acoustical Terminology [Web
[Web Site - http:// derstood in an adjacent space.
asa.aip.org].
3.1.3 confo forrmi
min
ng le arning space. Any cla
lea class-
ss-
ANSI S1
ANSI S1.4
.4-1
-198
983
3 (R
(R20
2001
01),
), Am
Amer
eric
ican
an Na
Nati
tion
onal
al room or other learning space for which the acous-
Standard for Sound Level Meters. tical performance criteria and design requirements
conform to this standard.
ASTM E336-97, Standard Test Method for Mea-
sureme
surementnt of Air
Airbor
borne
ne Sou
Sound
nd Ins
Insula
ulatio
tion
n in Build-
Build- 3.2 Ter
3.2 erms
ms rerela
latin
ting
g to ac
acou
oust
stic
ical
al pe
perf
rfor
orma
manc
nce e
ings. [Web site - http://www.astm.org]. and
an d de
desi
sign
gn
ASTM E413-87 (1999), Standard Classification for The following
following ter
terms
ms are defined
defined in a sim
simpli
plified
fied
Rating Sound Insulation. form. Complete technical definitions are provided
in ANSI S1.1.
ASTM E989-89 (1999), Standard Classification for
Determination of Impact Insulation Class (IIC). 3.2.1
3.2. 1 no
nois
ise
e le
leve
vell or so
soun
und
d le
leve l. Generic terms
vel.
employed
emplo yed inter
interchang
changeably
eably throu
throughout
ghout this stan-
ASTM E1007-97, Standard Test Method for Field
dard to repre
represent
sent the frequ
frequency-
ency-weight
weighteded sound
Measurement of Tapping Machine Impact Sound pressure level of an airborne sound. This descrip-
Transmis
Transmission
sion Throu
Through
gh Floor-
Floor-Ceiling
Ceiling Assem
Assemblies
blies
tor is used to express the magnitude of a sound in
and Associated Support Structures.
a manner related to how the ear perceives this
IEC 616
61672-
72-1,
1, Ele
Electr
ctroac
oacous
oustic
tics
s — Sou
Soundnd lev
level
el magnitude. Noise level or sound level is expressed
meters — Part 1: Specifications [Web site - http:// in decibels, unit symbol dB.
www.iec.ch].
3.2.1.1 A-we
3.2.1.1 A-weigh
ighted
ted sou
sound
nd lev
level. Sound pressure
el. Sound
3 De
Defini
finitio
tions
ns level
level mea
measur
sured
ed wit
with
h a con
conven
ventio
tional
nal fre
freque
quency
ncy
weighting that roughly approximates how the hu-
The following definitions apply for the purposes of man ear hears different frequency components of
this standard. sounds at typical listening levels for speech. The
3.1
3.1 Ge
Gene
nera
rall te
term
rms
s A-weighting (see ANSI S1.4 or IEC 61672-1) at-
tenuates the low-frequency (or low-pitch) content
3.1.
3.1.1
1 cl
clas
ass
sro
room
oms
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and
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expressed in
Locati
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sembleations
ons witwithin
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gs whe
wherere stu
studen
dentsts as- decibels, unit symbol dB.
This website storesfordataeducational
such as purposes. 3.2.1.2
3.2 .1.2 C-we
C-weigh
ighted
ted sou
sound
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l. Sound
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3.1.1
3. .1essential
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co re le
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spac es.. Spaces for educa-
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ng analytics.
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ech does not significantly attenuate the low- frequency
may changecommunication
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achievement. These spaces include, but are not sound level is expressed in decibels, unit symbol
limited
limite d to, classrooms,
classrooms, (encl (enclosed
osed or open plan),
dB.
instructional pods or activity areas, group instruc-
Privacy Policy
tion room
rooms, s, confe
conference
rence rooms, librar
libraries,
ies, office
offices,s, 3.2.1.3 one-hour-average A-weighted or C-weighted
3.2.1.3 one-hour-average
speech
speec h clinic
clinics,
s, office
offices s used for educa
educational
tional pur- sound
sou nd lev el. Le
level. Leve
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poses and music rooms for instr instructio
uction,
n, pract
practice
ice A-weighted
A-weig hted or C-wei
C-weighted
ghted sound press
pressure
ure aver-
and performance. aged over a one-hour period. One-hour- average
Personalization
sound level is expressed in decibels, unit symbol
3.1.1.2
3.1 .1.2 anc
ancilla
illary
ry lear
learnin
ningg spa ces.. Spaces where
spaces
Analytics dB.
good
goo d com
communmunicaicatio
tion
n is imp
import
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yearly averag
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SaveeducationalAccept functions Allare informal learning, social level. Level
Level of the time-
time-mean-
mean-squar
squaree A-weig
A-weighted
hted
© 2002 Acoustical Society of America 3

16:15:49

ANSI S12.60-2002
sound pressure averaged over a one-year period sorbed sound to the intensity of the incident sound.
with 10 dB added to sound levels occurring in each The sound absorption coefficient of a material nor-
nighttime period from 22:00 hours to 07:00 hours. mally varies with frequency. It ranges from about
Yearly average day-night average sound level is 0.2 to about 1.0 for sound-absorbing materials, to
expressed in decibels, unit symbol dB. less than 0.05 for a smooth, painted concrete floor.
Sound absorption coefficients measured in a labo-
3.2.2
3.2.2 ba
back
ckgr
grou
ound
nd no
nois
ise
e le
level. Sound in a fur-
vel.
ratory
ratory (that is, in a rev
reverb
erbera
eratio
tion
n roo
room)
m) can be
nished
nished,, uno
unoccu
ccupie
pied
d lea
learni
rning
ng spa
space,ce, inc
includ
luding
ing
sounds from outdoors, building services and utili- larger than 1.0 because of test method and sample
size effects.
ties operating at their maximum levels. For the pur-
poses of this standard, this excludes sound gen- 3.2.5
3.2.5 ac
acou
ouststic
ic is
isololat
ation. A measu
ion. measure re of th
the
e de
de--
erat
er ated
ed by pe
peop
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le wi
with
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tempor
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perman
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instru
truc-
c- passes from one room to another, such as from
tional equipment. one side of a wall to the other side. The passage of
3.2.2
3.2.2.1 st
stea
eady
dy ba
back
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roun
und d no
noise. Nois
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from
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buildin
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noise sources that is fairly constant over time. 3.2.5.1
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walls
s or cei
ceiling
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s,
ing noise from transportation sources, such as air- between spaces within a building, or through roofs
craft, vehicle traffic or from other time varying out- or ex
exte
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sou nd dep
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these elements, on their size, on sound leakage
background noise varies substantially over time. around their periphery, on the sound absorption in
3.2.3
3.2.3 rev
reverb
erbera
eration. An acous
tion. acoustical
tical pheno
phenomenon
menon the receiving space, and on the frequency of the
that occurs in an enclosed space, such as a class- sound.
room, when sound persists in that space as a re-
sult of repeated reflection or scattering from sur- 3.2.5.2
3.2.5.2 so
soun
undd tr
tran
ansm
smis
issio
sion
n cla ss.. Sing
class Single
le num-
faces enclosing the space or objects in the space, ber rating for the acoustic attenuation of airborne
such as chairs or cabinets. sound
sou nd pas
passin
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throug
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h a par
partit
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3.2.3.
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amount of reverberation in a space and equal to lowing accep
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decay by 60 dB after it has been turned off. The attenuation through a partition.
decay rate depends on the amount of sound ab-
sorption in a room, the room geometry, and the 3.2.5.3
3.2.5.3 no
nois
isee is
isola
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tion
on cl
clas
ass. Single number rat-
s. Single
frequency of the sound. Reverberation time is ex- ing of the noise isolation between two enclosed
pressed in seconds, unit symbol s. spaces that are acoustically connected by one or
This website stores data such as more
mor e pat
paths,
hs, abb
abbrev
reviat
iation
ion NIC
NIC.. The rat
rating
ing is de-
cookies to enable
3.2.4
3. 2.4 soessential
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und
d ab
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andd rerefle
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ction
rived from the difference in sound levels between
functionality,
calasphenomena
well as marketing,
that occur whenever sound strikes
two spa
spaces
ces.. A hig
higher
her NIC rat
rating
ing pro
provid
vides
es mor
moree
personalization, and analytics.
a surface. Absorbed Yousound is the portion of the
noise isolation between the two spaces.
may changesoundyour settings
energy at any time
striking the surface that is not re-
or accept the default
turned assettings.
sound energy. Reflected sound is the 3.2.5.
3.2.5.4
4 im
impa
pact
ct in
insu
sula
lati
tion
on cl
clas
ass. Single
s. Single numbe
numberr
remain
rem aining
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portio
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n tha
thatt bou
bounce
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offf the sur surfac
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e. rating for the attenuation, measured in an acousti-
The magnitude of the reflected sound in a room is cal tes
testin
ting
g lab
labora
orator
tory
y, of str
struct
ucture
urebor
borne
ne sou
sound
nd
Privacy Policy
determined by the amount of sound absorption at through floor or floor-ceiling assemblies from floor
the sur
surfac
faces,
es, the roo roomm geo
geomet
metry ry,, and the fr fre-
e- impacts into the space below, abbreviation IIC. A
Marketing
quency of the sound. As distance from a sound higher IIC rating provides more impact sound at-
source in a classroom increases, the sound is in- tenuation into the space below.
Personalization
creasingly dominated by reflected sound.
3.2.5.5 field impact insulation class. Single
Analytics
3.2.
3. 2.4.
4.1
1 sosoun
und d ababsosorp
rpti
tion
on co
coef effic
ficie nt.. A me
ient mea-a- number rating of the structureborne noise isolation
sure of the ability of a material to absorb sound prov
provid
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or or flo
flooror-c
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the ratio abbr
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FIIC
IC.. Th
The
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rive
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from
om

16:15:49

ANSI S12.60-2002
Table 1 — Maximum A-weighted steady background noise levels and maximum reverberation times in
unoccupied, furnished learning spaces
Learning spacea) Maximum one-hour Maximum reverberation time

-average A-weighted for sound pressure levels in octave
steady background bands with midband frequencies of
noise levelb,c) dB 500, 1000, and 2000 Hz s
Core learning space with enclosed 35 0.6

volume  283 m3 ( 10 000 ft3)
Core learning space with enclosed volume 35 0.7
3 3 3
 283 m and  566 m ( 10 000 ft
3
and  20 000 ft )
Core learning spaces with enclosed 40d) e)
volumes  566 m3 (20 000 ft3)

and all ancillary learning spaces
a)
See 3.1.1.1 and 3.1.
3.1.1.2
1.2 for defini
definitions
tions of core and ancil
ancillary
lary learning spaces.
b)
See 4.3.1 for limits on unste
unsteady
ady (time varyin
varying)
g) backg
background
round noise levels.
c)
See 4.3.2 for other limits on background noise from building services and utilities including C-weighted steady
background noise levels.
d) When corridors are used solely for conveyance of occupants within the school building and structured learning
activities do not occur, the A-weighted steady background noise level limit for such corridors may be increased to 45
dB. The use of corridors for formal learning purposes should be avoided.
e)
See C3.3 in annex C for recommendations on control of reverberation in these spaces.
the so
the soun
undd le
leve
vels
ls me
measasur
ured
ed in ththe
e rerece
ceiv
ivin
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g 4.2 Per
Perfor
forman
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ce cri
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teria
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backgr
kgroun
ound
d noi
noise
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room when a stand
standard
ard tapping machine is operaoperat-t- and
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steady y back-
abov
ab ove.
e. Th
Thee hi
high
gher
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thee FI
FIIC
IC ra
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ting
ng,, th
thee mo
morere
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gro und noi
noise
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level
el and the rev
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tion
n tim
times
es
the
th e im
impa
pact
ct no
nois
ise
e is
isol
olat
atio
ion
n be
betw
tweeeenn ththe
e twtwoo
shall not exceed the limits specified in table 1. The
spaces.
limits for the background noise shall apply for the
following conditions:
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Acou
Ac ouststic
ical
data al perf
pe
such rfor
asorma
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nce e cr
crit
iter
eria
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noise
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gn req
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entss an
andd ing times when learning activities take place;
guidelines
functionality, as well as marketing, 2) exterior and interior noise sources are operating
personalization,
4.1 Int and
Introd analytics.
roduct ion You
uction simultaneously;
3) int
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or accept the
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sub--
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clause s. The perfo
performan
rmancece crite
criteria
ria shall apply to 4) porta
portable
ble and perma
permanent
nent (built
(built-in)
-in) instruction
instructional
al
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classrooms and other core learning spaces and to equipment,
equipm ent, such as compu
computers
ters and audio-
audio-visua
visuall
ancilla
anc illary
ry lea
learni
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ng spa
spaces
ces.. For purpurpos
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this
s equipment, are turned off.
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standa
sta ndardrd it sha
shallll be ass
assume
umed d tha
thatt the learning
learning While designing to conform to both acoustical per-
spaces are furnished consistent with their use and
Personalization formance criteria in table 1 is required, conform-
the building is unoccupied with doors and windows ance to the background noise level criterion is the
Analytics
closed.. Acoustical design requir
closed requirement
ements s for mini- more important of the two. When optional conform-
mum noise isolation apply only to fully enclosed ance testing is carried out, the tolerances specified
Saveclassrooms Accept All spaces.
and learning in 4.7 reflect this relative importance.

16:15:49

ANSI S12.60-2002
4.3
4.3 Ba
Back
ckgr
grou
ound
nd no
nois
ise
e le
leve
vels
ls and utilities shall be controlled so as to not inter-
fere with speech communication or be distracting
4.3.1
4.3.1 Un
Unst
stea
eady
dy ba
back
ckgr
grou
oundnd no
nois
ise
e fr
from
om trtran
ans-
s-
or an
anno
noyiying
ng to ththe
e oc
occu
cupa
pant
nts
s of th
the
e le
lear
arni
ning
ng
portati
por tation
on nois
noise
e sou
source
rces. School facilities should
s. School
spaces.
be sited and designed to limit the noise levels in-
side
side lea
learni
rning
ng spa
spaces
ces fro
fromm tra
transp
nsport
ortati
ation
on noi
noise
se 4.3.2.3
4.3.2.3 Li
Limit
mits
s on tim
time-
e-va
vary
rying
ing no
nois
ise
e lev
level
els
s fr
from
om
sources, such as aircraft, road vehicles and trains. buildin
buildingg ser
servic
vices
es and util
utilitie
ities. The A-frequency-
s. The
(See D2.3 in annex D for further guidance on out- weighted and SLOW time-weighted noise level at
door-indoo
door-indoorr noise isolation and schoo
schooll siting
siting.)
.) any usable location in a room, from HVAC systems
and other building services operating as specified
The limits on A-weighted background noise levels in 4.3.2 shall not vary by more than 3 dB during
in table 1 shall be increased by 5 dB when the any
an y 5-
5-s
s pe
peririod
od.. Th
This
is sh
shal
alll be me
meas
asur
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ed wit
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h a
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and
an d the fo foll
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A-weig
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s of IEC 616 61672-
72-1.
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h tim
time-v
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l. Fo
Forr co
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learn
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spac
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thee
closed volumes not greater than 566 m3 (20 000 building systems and services, unless the noise is
ft3), this level does not exceed 40 dB for more than clearly recognized as being produced by transpor-
10% of this noisiest hour. For core learning spaces tation noise sources, such as road traffic or air-
with enclosed volumes greater than 566 m3 (20 craft, addressed in 4.3.1.
000 ft3) and for ancillary learning spaces, this level
4.3.3 Background noise from instructional
does not exceed 45 dB for more than 10% of this
For this standard, noise from instruc-
equipment. For
equipment.
noisiest hour. (See E3.7.2 in annex E for a mea-
surement method for this evaluation.) tional
tional eq
equip
uipme
mentnt is no
nott inc
includ
luded
ed in ththee st
stea
eadydy
background noise. However, control of such noise,
4.3.2 Ba
4.3.2 Backckgr grou
ound nd no
nois
ise
e fr
from
om bubuild
ildin
ingg se
serv
rvic
ices
es especi
esp ecially
ally tha
thatt fro
from
m per
perman
manent
ent bui
built-
lt-in
in ins
instru
truc-
c-
and uti tillit
ities. St
ies Stea
eady
dy baback
ckgr
grou
ound
nd no nois
ise
e frfrom
om tional equipment, should be carefully addressed in
HVAC
HV AC syssystemtemss and oth other
er bui
buildin
lding
g ser
servic
vices
es and the
th e pl
plan
anni
ning
ng st stag
ages
es fo
forr ne
neww an
andd re reno
nova
vateted
d
utilities operating simultaneously shall conform to schools. (See B5 in annex B for guidance on ap-
the requirements of table 1 for all operating modes plicable noise control measures for such instruc-
(for example, cooling, heating, ventilating, and de- tional equipment.)
humidifying) and at the maximum operating condi-
tions
tio ns (fo
(forr exa
exampl
mple, e, max
maximu
imumm fan spespeed
ed wit
withh all 4.4
4.4 Re
Reve
verb
rber
erati
ation
on tim
times
es
lights on). Unsteady background noise levels from
plumbing systems (for example, toilets and bath- The maximum allowable reverberation times in un-
ing roo
rooms)
ms) ope operatrating
ing at the
their
ir noi
noisie
siest
st con
conditdition
ion,, occu
occupi
pied
ed,, fu
furn
rnis
ishe
hedd co
core
re le
lear
arni
ning
ng spspac
aces
es ar
aree
shall also conform to the limits in table 1 taking into specified in table 1 for core learning spaces with
consideration their normally limited operating time enclosed volumes of not more than 566 m3 (20
This websitewithin
storesanydata one
suchhour.
as (See annex B for guidelines 000
00 0 ft3). Design guidelines
guidelines for controlling rever-
on control of noise beration time in learning spaces of all sizes and for
cookies to enable essential sitefrom HVAC systems, building selection and proper certification for any acoustical
services,
functionality, as well as and utilities.)
marketing, materials applied to control this reverberation are
personalization,
4.3.2.and
1 Lanalytics.
imits onYou steady C-weighted back- presented in annex C.
may changegryour
ound noise leveltime
settings at any s from building services
and util settings.
utilitie
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s. The
4.5
4.5 No
Noise
ise is
isola
olatio
tion
n de
desi
sign
gn
weighted steady background noise levels from the
combination of HVAC systems, lighting, and other The first and most cost effective step in achieving
Privacy Policy
building
building servi
services
ces and utilit
utilities
ies opera
operating
ting simulta- good noise isolation between learning spaces and
neously shall not exceed the limits on A-weighted other spaces in a school is accomplished in the
Marketing
steady background noise levels in table 1 by more facility planning stage. This includes optimizing the
than 20 dB.
Personalization location of noisy spaces and activities to protect
sensitive learning spaces. Where this is not pos-
4.3.2
4.3.2.2
.2 Lim
Limits
its on di
dist
stur
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soun
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ing services and utilities. Distur
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sounds,,
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Nee
ed fo
forr noisisee isola
lation. The
tio The acous
acoustical
tical
Savefrom HVACAccept
systemsAlland other building services performance criteria for background noise levels in

16:15:49

ANSI S12.60-2002
Table 2 — Minimum STC ratings required for single or composite wall, floor-ceiling, and roof-ceiling
assemblies that separate an enclosed core learning space from an adjacent space
Adjacent space
Other enclosed or open Common use and public Corridor,a) Music room, mechanical
plan core learning use toilet room and staircase, office or equipment room,d)
space,, speec
space speechh clinic, bathing room conference rooma,b) cafeteria, gymnasium,
health care room and and indoor swimming
outdoorsc) pool
50 53 45 60
a)
For corridor, office, or conference room walls containing doors, the basic wall, exclusive of the door, shall have an
STC rating as shown in the appropriate column in this table. The entrance door shall conform to the requirements
of 4.5.5.
b)
When the need for acoustical privacy is critical, the minimum STC rating of the partitions around an office or
conference room shall be increased to 50.
c)
An STC rating of 50 is the minimum for the exterior walls and roofs of a core learning space. However, this rating
does not ensure conformance to the background noise limits in table 1 for noise from major outdoor noise sources.
See D2.3 in annex D for further guidance on the selection of appropriate STC ratings.
d)
When the adjacent space is a mechanical equipment room containing fans circulating 140 m 3 /min. (5000 ft3 /min.)
or more, the minimum STC rating shall be 60. When the fan circulation is less than this rate, the STC rating may be
as low as 45 providing the maximum A-weighted steady background noise level in the adjacent core learning space
does not exceed

equipment room. 35 dB. The minimum STC rating shall include the effect of entry door(s) into the mechanical
4.2 and 4.3 apply to unoccupied facilities. How- To lim

limit
it imp
impact
act noi
noise
se dis
distur
turban
bances
ces in lea
learni
rning
ng
ever, in occupied facilities, activity noises gener- spaces, this standard also provides minimum im-
ated
ated in onone
e sp
spac
ace
e ca
can
n be trtran
ansm
smit
itte
ted
d th
thro
roug
ughh pact insulation class (IIC) design requirements for
walls, floors, ceilings, and doors to adjacent learn- the floor-ceiling assemblies above learning spaces
ing spaces, thus contributing to the overall back- for multistory educational facilities.
ground
gro und noi
noise
se lev
level
el in tho
those
se spa
spaces
ces.. Ade
Adequa
quate
te
sound isolation is required to limit noise transmis- As discussed further in D1 in annex D, the noise
sion between core learning spaces and adjacent isolation requirements of this standard are similar
spaces in occupied facilities. The minimum STC in concept to those in existing national and inter-
ratings of table 2 and table 3 are intended to pro- national building codes.
vide this noise isolation for normal activities in ad- 4.5.
4.5.2
2 No
Nois
ise
e is
isol
olat
atio
ion
n de
desi
sign
gn re
requ
quir
irem
ements.. In
ents
joining spaces.
This website stores data such as this sta
this standa
ndard,
rd, noise iso
isolat
lation
ion is spe
specifi
cified
ed by the
Certain educational styles (such as open plan and minimum values for the STC and IIC ratings for
group learning) intentionally avoid the use of full single and composite building elements that may
functionality, as well as between
enclosures marketing,learning groups. Sometimes, provid
pro videe acc
accept
eptabl
able
e noi
noise
se iso
isolat
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ion for lea
learni
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partial height sound barriers or no barriers at all spac
sp aces
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quate
te achieved during architectural design, is the basis
noise settings.
isolation between adjacent learning groups for limiting the transmission of background noise
cannot be assured unless each learning group is from external and interior sources into an enclosed
fully enclosed by ceiling-height sound barriers. Be- learni
lea rning
ng spa
space.
ce. After con
constr
struct
uction
ion,, a fiel
field
d mea
mea--
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cause of the inherent low noise isolation, partially surement may be made to verify the noise isolation
enclosed or unenclosed learning spaces are not achieved [see 4.6 (3)].
Marketing
recommended when good speech communication
When high noise isolation is required, as for music
is desire
desired.
d.
Personalization rooms,
rooms, flan
flankin
king
g of sou
sound
nd alo
along
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rs,
In occup
occupied
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multistor
istory
y educa
educationa
tionall facili
facilities,
ties, the walls, and roofs can become a limiting factor un-
Analytics
transmission of impact noise through the floor of less controlled with proper breaks in sound trans-
the room above to the learning space below also mission paths or other similar treatments. There
Savecontributes Accept All
to the overall background noise level. are many publications that provide details on de-

16:15:49

ANSI S12.60-2002
Table 3 — Minimum
Minimum STC ratings recommended
recommended for single or compo
composite
site wall, floor-
floor-ceiling
ceiling and roof
roof--
ceiling assemblies separating an ancillary space from an adjacent space
Adjacent space
Receiving ancillary Corridor, a) Music room Office or Outdoorse) Mechanical
Learning space staircase, common conference equipment room, f)
use and public use rooma) cafeteria,
toilet and bathing gymnasium or
roomb) indoor swimming
pool
Corridor 45 60c) 45d) 45c) 55c)
Music room 60 60 60 45 60
Office or conference room 45 60 45d) 45 60
a)
For corridor, office or conference room walls containing entrance doors, the STC rating of the basic wall, exclusive
of the door, should be 45. The entrance door should conform to the requirements of 4.5.5.
b)
The STC rating for an ancillary space/toilet partition does not apply when the toilet is private and connected to a
private office. An STC rating higher than 45 may be required for separating a quiet office or conference room from
a common use or public use toilet or bathing room.
c)
When the corridor will not be used as an ancillary learning space, the minimum STC rating may be reduced to not
less than 45 or to not less than 40 for an exterior wall. Use of corridors as ancillary learning spaces should be
avoided when they are located next to the noisy spaces indicated in the table by the high STC ratings.
d)
e) When the need for acoustical privacy is critical, the STC rating should be increased to 50.
See D2.3 in annex D for further guidance on the selection of appropriate STC ratings.
f)
NOTE d) of table 2 applies except that the STC rating may be as low as 40 providing the maximum A-weighted
steady background noise level in the adjacent ancillary learning space does not exceed 40 dB.
sign and construction of separating partitions that cabinets, soffits, or heating, ventilating or exhaust
may achieve the required STC ratings. Annex D ducts are unsealed. For this reason, all penetra-
provides guidelines and references for such noise tions in sound-
sound-rated
rated partitions
partitions shall be sealed and
isolation design and construction. treated to maintain the required ratings. The STC
rating requirements of table 2 shall also be em-
4.5.3
4.5.3 So
Soun
und
d tr
tran
ansm
smiss
ission
ion class „ STC… ratings
class ployed for the design of temporary partitions that
subdivide a learning space.
4.5.3.1 Cor
4.5.3.1 Core e lea
learni
rning
ng spa ces.. The minimum STC
spaces
ratings in table 2 shall be employed for the acous- 4.5.
4.5.3.
3.2
2 An
Anci
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lear
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and for STC ratings
floor-ceiling
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assembly
functionality, as well asincludes two or more elements, such as
marketing, that separate two ancillary spaces. When the par-
doorsand
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Composite assemblies are walls, floor-ceiling
Composite floor-ceiling and composite construction also should conform to the
roof-ceiling constructions composed of more than recommendations of table 3.
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one element (for example, a wall with a door, win- 4.5.4
4.5.4 Co
Compo
mposi site
te pa
part
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s. Th e req
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vices). (See NOTE a) to table 2 for special require- posite
posite parti
partitions.
tions. Basic wall assem
assemblies
blies (except
ments for doors in corridor, office or conference
Personalization those identified in NOTE a) for table 2) which con-
room walls.) tain doors or windows with STC ratings less than
Analytics
Walls and floor-ceiling assemblies may not main- those given in table 2, will require higher STC rat-
tain
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design
ign

16:15:49

ANSI S12.60-2002
technique is also recommended for partitions en- strate conformance. When optional tests are per-
closing the ancillary learning spaces covered by formed
formed to ver
verify
ify con
confor
forman
mancece wit
with
h the req
requir
uire-
e-
table 3. A method for estimating the STC rating of ments
ment s and recommendatio
recommendations ns of this stand
standard,
ard, the
composite partitions is provided in D2.4 in annex following
following proce
procedures
dures shall be follow
followed.
ed.
D.
1) Tests to demonstrate conformance to the limits
4.5.5 Entry doors in
into
to cla las
ssrooms and other on background noise levels in table 1, 4.3.1, and
core
core lear
learning
ning spaces.. To conform to the STC re-
spaces 4.3.2.1 shall be performed in accordance with the
quirement
quirem entss of tab
table
le 2 for composit
composite e wall
walls,
s, en- procedures in E3 of annex E. If necessary, appro-
trance doors into classrooms or other core learn- priate
priate tes
tests
ts sha
shallll be per
perfor
formed
med to dem
demons
onstr
trate
ate
ing spaces would be expected to have laboratory conformance with the limits on disturbing or time
STC ratings of 30 or more in their operable condi- varying noise from building services and utilities
tion. The STC rating for interior entry doors into, or given in 4.3.2.2 and 4.3.2.3, (See E3.7.3 in annex
between, music rooms shall be not less than 40. E.)
The loc
locati
ation
on of cla
classr
ssroom
oom entry doo
doors
rs acr
across
oss a
2) Con
Confor
forman
mance
ce to the lim
limits
its on rev
reverb
erbera
eratio
tion
n
corrid
cor ridor
or sho
should
uld be sta
stagge
ggered
red to min
minimi
imize
ze noi
noise
se
times in table 1 shall be verified by calculation or
transmission between these classrooms.
by measu
measuremen
rementt proce
procedures
dures in confo
conforman
rmance,
ce, or
Provisions should be made to ensure that the pe- equivalent, to those in E4 of annex E.
rimeter seals of sound rated doors are well main- 3) Conformance to the minimum sound transmis-
tained
tained.. Sea
Seals
ls for entrance
entrance doo
doors
rs sho
should
uld be in- sion class (STC) design requirements of table 2
specte
spe ctedd and adj
adjust
usted,
ed, as nec
necess
essary
ary,, eve
every
ry six and the design recommendations of table 3 shall
months. The gaskets of door seals should never be verified by field determination of the noise iso-
be painted. lation class (NIC) as described in E5.1 in annex E.
4.5.
4.5.6
6 Im
Impa
pact
ct In
Insu
sulalati
tion
on ClClas s „IIC… rating.
ass The
rating. The However
Howev er,, it shall be consi
considered
dered unnecessary
unnecessary to
floor-c
floo r-ceili
eiling
ng ass
assemb
emblies
lies of nor normal
mally
ly occ
occupi
upied
ed verify conformance to these noise isolation design
rooms located above core learning spaces shall requiremen
requi rements ts and recom
recommenda
mendations
tions if confo
conform-
rm-
have IIC ratings of at least 45 and preferably 50. If ance to the noise limits of table 1 is demonstrated
a room below is an ancillary learning space, the for the noisiest hour when learning takes place.
floor-ceiling assembly shall have an IIC rating of at 4) Conformance to the impact insulation class (IIC)
least 45. These IIC ratings shall apply without car- requirements of 4.5.6 shall be verified by the field
peting on the floor in the room above. In new con- testing procedures in E5.2 in annex E.
struction, gymnasia, dance studios or other high
floorr imp
floo impact
act act
activit
ivity
y, sha
shallll not be loclocate
atedd abo
above
ve 4.7 Con
Confor
formanc
mance
e tole
toleran
rances
ces
classrooms or other core learning spaces. For re-
When conformance
conformance testing or evalua
evaluation
tion is per-
furbishment of existing structures, if it is not pos-
formed, conformance to the requirements and rec-
sible to avoid such an incompatible condition, the
ommendations of this standard is demonstrated if
This websiteIICstores
rating of the separating floor-ceiling assembly each
eac h of the fol
followi
lowing
ng is ach
achiev
ieved.
ed. No add
additi
itiona
onall
shall be data such
at least 70aswhen located above a core
cookies to enable essential site tolerances shall be allowed for the test methods or
lear
le arnin
ningg sp
spacace
e wit
with
h an en encl
clos
oseded vo
volum
lume
e no
nott
3 3 instruments used for such demonstrations except
greater than 566 m (20 000 ft ); 65 when located
personalization, and analytics. Youspace with an enclosed vol- as specified in this subclause.
above a core learning
may changeume yourgreater
settings
than 566 time
at any m 3 (20 000 ft3); and 65 when 1) The measured A-weighted steady or unsteady
located
locat settings.
ed above an ancill
ancillary
ary learning space. Clause background noise levels do not exceed the limits
D2.5.1 in annex D provides further guidance on specifi
spe cified
ed in tab
table
le 1 and 4.3
4.3.1,
.1, res
respec
pectiv
tively
ely,, by
impact noise isolation. more
mor e tha
than
n 2 dB. The C-w
C-weig
eighte
hted
d ste
steady
ady back-
Privacy Policy ground
ground noise levels do not exceed
exceed the limits
limits in
4.6
4. 6 Co
Confo
nformrman
ance
ce to acacou
ouststica
icall pe
perf
rfor
orma
manc
nce
e 4.3.2.1 by more than 2 dB.
Marketing
crit
cr iter
eria
ia an
and d no
noisise
e is
isol
olat
atio
ion
n de
desisign
gn
2) Mean reverberation times, if calculated, do not
requirements
Personalization exceed the limits in table 1 or, if measured, do not
It is recommended that conformance to the acous- exceed the limits in table 1 by more than 0.1 s.
Analytics
tical performance criteria and noise isolation de- 3) All separating
separating walls and floor-ceiling
floor-ceiling assemblies
assemblies
sign
sig n req
requir
uireme
ements
nts be ver
verifie
ified
d by tes
test.
t. How
Howeve
everr, have NIC ratings that are not less than a rating 5
Save Accept All
this standard does not require testing to demon- points below the required STC rating in table 2 or
© 2002 Acoustical Society of America

9
16:15:49

ANSI S12.60-2002
the recommended rating in table 3. For example, 4) All floor-ceiling assemblies separating occupied
for a partition between a classroom and a speech spaces from learning spaces below have a field
clinic, conformance to the minimum STC rating of impact insulation class (FIIC) rating that is not less
50 in table 2 is achieved if the NIC rating is not less than a rating 5 points below the design require-
than 45. ment specified in 4.5.6.
Anne
An nex
xA
(Informative)
Ration
Rational
ale
e for ac
acous
oustic
tical
al pe
perfo
rform
rmanc
ance
e cri
criter
teria
ia
A1 Int
Introd
roduct
uction
ion A1.2
A1.2 Per
Percep
ceptua
tuall rat
ration
ionale
ale
The school classroom is an environment in which Communication with spoken language can occur
spoken
spoke n langua
language
ge commu
communicati
nication
on facili
facilitates
tates and successfully only when speech intelligibility is high.
enables students to learn essential academic, so- Research in speech perception [A3] has found that
cial, and cultural skills. Thus, the classroom serves when the background noise is very low, speech
as a co comm
mmun
unic
icat
atio
ionn chchan
anne
nell fo
forr le
lear
arnin
ning
g an
and
d intelligibility depends in part on the absolute sound
should be free of acoustical barriers. This informa- level of the speech, and in part on the absence of
tive
tive ann
annex
ex defi
defines
nes the per percep
ceptua
tual,
l, edu
educat
cation
ional,
al, excessive reverberation.
and developmental rationale for the acoustical per- A1.3
A1.3 Sp
Spee
eech
ch in
intel
tellig
ligib
ibili
ility
ty in ba
back
ckgr
grou
ound
nd no
noise
ise
formance criteria specified in table 1 of this stan-
dard. These rationales allow determination of the Most speech communication in classrooms occurs
signal-to-
signal -to-noise
noise ratio and rever
reverberat
beration
ion time that in the prese
presence
nce of backg
background
round noise. When back-
can ens
ensure
ure mos
mostt chi
childr
ldren,
en, adu
adult
lt lea
learne
rners,
rs, and ground noise is present, intelligibility depends on
teachers full and equal access to spoken commu- the sound pressure level of the speech and also
nication within the classroom. The acoustical per- on the level of the speech relative to the level of
formance criteria in the standard are derived from the noise, that is, the signal-to-noise ratio (SNR)
empirical
empir ical studies of class
classroom
room noise and rever- [A4].
[A4 ]. The sou
sound
nd lev
levels
els of bot
both
h the speech
speech and
beration and their effects on speech communica- noise are expressed as A-weighted sound levels in
tion. decibe
dec ibels.
ls. The rel
relati
ative
ve spe
speech
ech to noi
noise
se lev
level,
el, or
SNR, expressed in decibels, is the sound level of
A1.1
A1.1 Edu
Educat
cation
ional
al rat
ration
ionale
ale
the speech alone in the presence of background
Intensive and continuous learning of social, intel- noise
noi se min
minus
us the sound lev level
el of the backgroun
background d
This websitelectual,
outstores and
childh
chi data
ldhood communication
ood.such
. A widas e ran
wide skills
range
ge of occurs
educat
edu through-
cation
ional
al re- noise.
cookies to enable Intelligibility increases as the SNR increases, ei-
sea rchessential
search studie
stu dies site]* has sho
s [A1
[A1]* shown
wn tha thatt lea
learni
rning
ng is
functionality, as well ason marketing, ther by raising the speech level or by decreasing
predicated the ability to communicate with spo-
the noise level. Speech perception research [A5]
ken language, andYou that language input and lan-
has sho
shown
wn thathatt ind
individ
ividual
uals
s wit
with
h hea
hearin
ring
g imp
impair
air--
may changeguageyour settings
proficiency at any
form time the bases for most cogni-
ments, speech and language disorders, or limited
or accept the
tivedefault
tive lls..settings.
skills
ski Additi
Add itiona
onallylly,, oth
other
er res
resear
earch
ch [A2
[A2]] has
English
Englis h profic
proficiency
iency require more favorable signal-
shown
sho wn tha
thatt perpercep
ceptiotionn of spospoken
ken lang
languag
uagee pro
pro--
to-noise ratios than individuals without these im-
vides
vid es the foundati
foundation on for the abi abilit
lity
y to read and
pairments or disorders to achieve high levels of
Privacy Policy
write. Communication with spoken language is es-
speech intelligibility.
sential to most classroom learning activities. Typi-
Marketing
cally, as much as 60% of these activities involve A1.4 Sp
A1.4 Spee
eech
ch in
inte
telli
lligi
gibi
bilit
lity
y in re
reve
verb
rber
eran
antt
students
stude nts listening to and participating
participating in spoke
spoken n environments
Personalization
communicat
comm unicationsions with the teacher and other stu-
dent
de nts.
s. The
Th e cent
ce ntra
rall ro
rolele of spspok
oken
en lanlangu
guag
age
e in Classrooms are enclosed spaces in which sound
Analytics
classr
cla ssroom
oom lea learni
rning
ng undunders erscor
cores
es the nee need d for a produces
produces rever
reverberat
beration.
ion. Rever
Reverberat
beration
ion times in
clear communication channel accessible to all stu-
Save Accept All *‘‘[AX]’’ designates reference [AX] in the bibliography at the end
dents and teachers. of this annex.

10
16:15:49

ANSI S12.60-2002
excess of 0.4 s to 0.6 s reduce speech intelligibility classrooms in 15 socio-economically matched Los
both in quiet and in noise. Angeles schools located different distances from
freeways.
freeways. These diff
differenc
erences
es cause
causedd the traffi
traffic-
c-
When both background noise and excessive re-
verberatio
verbe rationn are present, their eff
effects
ects on speec
speech
h noise-generated indoor background noise to differ
intelligibility are additive for individuals with normal by up to 19 dB between the noisiest and quietest
speech,
speec h, langua
language,
ge, and heari
hearing
ng abilit
abilities.
ies. Speec
Speech
h classrooms
classrooms.. Readin
Readingg and math grade
grade-equiv
-equivalent
alent
perception research [A4, A6] has shown that indi- scores evaluated for English-proficient students in
viduals with impaired speech, language, and hear- 3rd and 6th grade classes, showed a decrease of
ing abilities require signal-to-noise ratios that are approximat
appro ximately
ely 2.2 years betwe
betweenen the noisiest and
at least 3 dB more favorable to offset their suscep- quietest schools for the 6th grade classes and 0.7
tibility to the negative effects of reverberation, as years for the 3rd grade classes. This prominent
compared with individuals without impairments. noise
noi se ef
effec
fectt on gra
grade
de dif
differ
ferenc
enceses in sch
schola
olasti
stic
c
achievement is believed the result of either differ-
ences in teaching style between grades or, more
A1.5 Se
A1.5 Sele
lect
ctiv
ive
e ac
acou
oust
stic
ical
al ba
barr
rrie
iers
rs to le
lear
arni
ning
ng
prod
produc
uced
ed by baback
ckgr
grou
ound
nd no
nois
ise
e an
and
d insidious, a possible cumulative, compounded ef-
reverberation fectt of poo
fec poorr aco
acoust
ustics
ics on lea
learni
rning
ng as a stu
studen
dentt
progresses through school.
If spo
spoken
ken com
commun
munica
icatio
tion
n in the claclassr
ssroom
oom be-
A study of 13 schools in the United Kingdom [A10]
comes inaudible or unintelligible for some students
and teach
teachers
ers because of exces
excessive
sive backg
background
round compared their acoustical environment and corre-
noise
noise or rev
reverb
erbera
eratio
tion,
n, a cle
clear
ar com
commun
munica
icatio
tion
n sponding
spond ing speech communication
communication condiconditions
tions and
teache
tea cherr sat
satisf
isfact
action
ion bef
before
ore and aft after
er sou
sound—
nd—
channel is no longer accessible to these children, absorb
abs orbing
ing tre
treatm
atment
ent of the cei
ceilin
lings.
gs. Aft
After
er tre
treat-
at-
creating a selective acoustical barrier to learning.
Neither the child’s ability to understand in quiet nor ment, the average A-weighted background noise
the adult tea
teache
cher’s
r’s abi
abilit
lity
y to und
unders
erstan
tandd in the level in the unoccupied classrooms dropped from
noisy classroom is a good predictor of when such 45 dB to 40 dB reflecting the decrease in reverber-
barriers might exist. This difficulty in prediction is ant bac
backgr
kgroun
ound d noi
noise
se lev
level.
el. The aveaverag
rage e rev
rever-
er-
also exacerbated by a young child’s unawareness berati
ber ation
on tim
time
e in the uno
unoccu
ccupie
pied
d roo
rooms
ms drodroppe
ppedd
of these barriers to learning. from 0.7 to 0.4 seconds. The acoustically treated
classrooms were favored by the teachers and pu-
A1.6 Sc
A1.6 Scho
holas
lastic
tic ac
achi
hiev
evememen
entt an
and
d the pils, who reported a greater ease of communica-
classr
classroom
oom aco
acoust
ustica
icall env
enviro
ironme
nmentnt tion and increased student performance.
The linlink
k bet
betwee
ween n the acoustic
acoustical
al bar
barrie
riers
rs in the A2 De
Deve
velop
lopme
menta
ntall rat
ration
ional
ale
e
classroom and the scholastic achievement of stu- Young children are more susceptible than adults to
dents
den ts has beebeenn eva
evalua
luated
ted in stu
studie
dies
s sup
suppor
portin
tingg
This websitethe objectives
stores of this
data such asstandard. The reading scores the
on effects
commun
com oficatio
municabackground
tion
n wit h noise
with spoken
spo kenandlanreverberation
langua
guage.
ge. Be-
cookies to enable
of 2nd to essential sitechildren
6th grade children in a school exposed to cause of this susceptibility, young children also re-
functionality, as well
noise fromasamarketing,
nearby elevated urban train track [A7, quire more favorable classroom signal-to-noise ra-
A8] were compared in quieter and noisier class- tios and reverberation times to achieve the same
may changerooms.
your settings at any time
The students, comparable in all respects, level of speech intelligibility as adults do. Develop-
or accept the
weredefault settings.
receiving the same type of instruction. How- mental status, linguistic and cognitive proficiency,
ever, the children in the lower grades and noisier temporary hearing impairments, and early recep-
classrooms were three to four months behind in tive and expressive language disorders are all fac-
Privacy Policy
read
re adin
ingg sc
scor
ores
es rerela
lati
tive
ve to th
thos
osee in th
the
e qu
quie
iete
terr tors that affect the greater susceptibility of young
classrooms and as much as 11 months behind for children
children to backg
background
round noise and rever reverberat
beration.
ion.
Marketing
the higher grades. After a subsequent reduction of For example, in a longitudinal study [A11] of pre-
the track noise by 3 to 8 dB, the reading scores in school
sch ool chi
childr
ldren
en in aco
acoust
ustica
ically-
lly-tre
treate
ated d or non
non--
Personalization
the noisy class
classrooms
rooms were still approximately
approximately one treated rooms in a child-care center, the children in
Analytics
year behind those in the quiet classrooms. the treated rooms scored higher in number-letter-
word recognition after one year of reduced noise
A major, controlled study of noise effects on scho- exposu
exposure
re tha
than
n the
their
ir coh
cohort
orts
s in the non
non-tr
-treat
eated
ed
Save Accept All
last
lastic
ic ac
achi
hiev
evem
emenentt [A
[A9]
9] wa
wass ca
carr
rrie
ied
d ou
outt in 81 rooms.

11
16:15:49

ANSI S12.60-2002
A2.1
A2.1 Dev
Develo
elopme
pmenta
ntall sta
status
tus Limitations in vocabulary and in the ability to ‘‘fill in
the blanks’’ when part
partial
ial comm
communicat
unication
ion occur
occurs s in
Speech comm
Speech communicat
unication
ion in unfav
unfavorable
orable listening
difficult listening situations have been shown to re-
conditions is a complex, high-level task requiring a
duce intelligibility for children with limited English
leve
levell of neneur
urol
olog
ogic
ical
al ma
matu
turi
rity
ty th
that
at is ususua
ually
lly
proficiency
profic iency [A15], again despit
despite
e norma
normall intell
intelligibil-
igibil-
achieved only by 13 to 15 years of age. Conse-
quently, young children may require more favor- ity in quiet environments. These children may re-
able signal-to-noise ratios and shorter reverbera- quire 2 to 5 dB more favorable signal-to-noise ra-
tion
tion tim
times
es tha
than
n old
older
er chi
childr
ldren
en req
requir
uire.
e. Spe
Speech
ech tios in difficult listening situations to achieve the
perception
perce ption research [A12] has shown that 6-year- same level of intelligibility as children with normal
old children with normal hearing and normal lan- English proficiency.
guage proficiency require signal-to-noise ratios 2
A relat
related
ed speech disorder problem
problem caused by poor
dB mor
moree fav
favora
orable
ble tha
than
n 15-
15-yea
year-o
r-old
ld chi
childr
ldren
en to
classroom acoustics stems from the increased fre-
achieve the same level of speech intelligibility. The
quency
que ncy of voi
voice
ce imp
impair
airmen
ments
ts and the
their
ir con
conse-
se-
15-year olds, however, required the same signal-
to-noise ratios as adults. In quiet listening condi- quences for communication. In noisy or reverber-
tions, the adults and both age groups of children ant classrooms, teachers are more likely to have to
had good speech intelligibility. raise
raise the
their
ir voi
voices
ces.. The res
result
ults
s are hig
higher
her inc
inci-
i-
dences of voice impairment among teachers and
A3 Hea
Heari
ring
ng imp
impair
airme
ment
nt children have greater difficulty hearing verbal in-
struction presented by voice-impaired teachers in
Young children are also more susceptible to tem- such noise or reverberation.
porary conductive hearing impairment caused by
ear inf
infect
ection
ion (ot
(otitis
itis med
media)
ia) tha
thann adu
adults
lts.. Dem
Demo-
o-
A5 De
Deter
termi
minin
ningg ap
appro
propr
priat
iate
e ac
acous
oustic
tical
al
graphic research [A13] has identified otitis media
as the most common medical disorder in young
perf
perfor
orma
mancnce
e cr
crit
iter
eria
ia an
and
d no
nois
ise
e is
isol
olat
atio
ionn
children, with an estimated incidence as high as design
design requ
requirem
irements
ents
25% to 30% among kindergarten and first grade
The acoustical performance criteria for this stan-
children. Other research [A14] has found an inci-
dard are expressed in table 1 in terms of back-
dence
den ce gre
greate
aterr tha
than n 10% of mil
mild
d hig
high-f
h-freq
requen
uency
cy
grou
ground
nd nonois
ise
e le
leve
vels
ls an
andd rereve
verb
rber
erat
atio
ion
n ti
time
mes.
s.
sensorineural hearing impairment among children
6 to 19 years of age. Signal-to-noise ratio improve- Noise isolation design requirements for this stan-
ments of 3 dB to 5 dB together with increases in dard are given in table 2, in terms of sound trans-
absolute speech sound levels of 10 dB to 30 dB mission class (STC) ratings for enclosed learning
are necessary for children with these impairments spaces, despite the fact that the rationale for these
to achieve the same level of speech intelligibility in criteria and requirements is based on absolute and
classrooms with high background noise. relative levels of speech. The terminology of the
This website stores data such as standard is necessary because speech levels are
A4 Lang
La nguauage
ge profi
profici cien
ency
cy an
andd lalang
nguauage ge difficult to prescribe or standardize. However, the
cookies to enable
disordersessential site resear
res earch
ch lit
litera
eratur
ture
e on cla
classr
ssroom
oom spespeech
ech sou sound
nd
functionality, as well as marketing, levels can be used to specify the expected range
personalization, and with
Children analytics. You and receptive language
expressive of speech sound levels seen throughout a class-
may changedisorders
your settings at any time more favorable signal-
may also require room.
roo m. The
These
se sou
soundnd lev
levels
els,, tog
togeth
ether
er wit
withh kno
knowl-
wl-
or accept the
to- default
to-noi
noise settings.
se rat
ratios
ios to ach
achiev
ievee goo
good
d int
intell
elligib
igibilit
ility
y, as
edge of the signal-to-noise ratios and reverbera-
compared
compa red with childr
children
en withou
withoutt these disorders.
disorders.
tion times neces
necessary
sary for high intell
intelligibili
igibility
ty,, were
Research studies have shown, for example, that
used to determine the requirements for acceptable
Privacy Policy
children with language disorders have 10% to 40%
background noise levels and reverberation times
poorerr speec
poore speech h intell
intelligibilit
igibility
y in backg
background
round noise
Marketing
than
tha n chi
childr
ldren
en wit
withou
houtt the
these
se dis
disord
orders
ers,, des
despit
pite
e for unoccupied, furnished classrooms in table 1.
comparable
compa rable results in quiet environments.
environments. Chil- The background noise level criteria were, in turn,
Personalization used
use d to det
determ
ermine
ine acc
accept
eptabl
able
e STC rat rating
ings s for
dren for whom English is not the first or primary
Analytics
langua
lan guagege may hav have e lim
limite
itedd Eng
Englis
lish
h pro
profici
ficienc
encyy. walls, ceilings, and floors, in table 2, that will pre-
These children are often learning English in school vent no
vent noise
ise fr
from
om adadja
jace
cent
nt oc
occu
cupie
pied
d en
encl
clos
osed
ed
at the same time that they are learning the regular spaces from exceeding the background noise level
Save Accept All
academic curriculum. criteria
criteria in the classr
classroom.
oom.

16:15:49

ANSI S12.60-2002
A5.1
A5.1 Cl
Clas
assr
sroo
oom
m sp
spee
eech
ch le
leve
vels
ls A5.3
A5.3 Rev
Reverb
erbera
eration
tion time
times
s
Research studies [A16] of sound levels for conver- According to available research data, the effects of
sational speech and teachers’ classroom speech reverb
rev erberaeratio
tion
n on spespeech
ech int
intelli
elligib
gibilit
ility
y are con
con--
[A17] show for the latter, the average A-weighted trolled primarily by reverberation times at the three
sound level
level is 67 dB at 1 m in a quiet classroom.
classroom. In freque
fre quencincies
es spe
specifi
cified
ed in tab
table
le 1:5
1:500,
00, 1001000,
0, and
typical classrooms with little reverberation, speech 2000 Hz. Based on this research, it was assumed
sound levels in the rear of the classroom may be that reverberation times of 0.6 s, or less, in small
as low as 50 dB. The criteria for background noise and mid-sized classrooms and 0.7 s, or less, in
levels in this standard assume minimum speech larger classrooms will not degrade speech intelli-
sound levels will be 50 dB anywhere in the class- gibilit
gib ility
y exc
excessessive
ively
ly as lonlongg as sig signal-
nal-to-
to-noi
noise
se
room. ratios of 15 dB or better are maintained. (The
reverberation times in table 1 are given for unoc-
cupied,
cupie d, furni
furnished
shed spaces. For occup occupied ied space
spaces,
s,
A5.2
A5.2 Ba
Back
ckgr
grou
ound
nd no
nois
ise
e le
leve
vels
ls
the reverberation times are expected to be 0.1 s to
The 35 dB ac
The acou
ouststic
ical
al pe
perf
rfor
orma
manc
nce
e cr
crit
iter
eria
ia fo
forr 0.2 s less than those in table 1.) These signal-to-
steady classroom background noise levels in table noise
noi se ratratios
ios will be ach
achiev
ieved
ed if the backgroun
background d
1 were based on the assumption that a signal-to- noise performance criteria also are satisfied. Thus,
noise ratio of at least 15 dB was necessary to the acoustical performance criteria for both steady
ensure that noise will not be a barrier to learning background noise levels and reverberation times
within a classroom. Assuming a minimum speech should be satisfied simultaneously to ensure the
level of 50 dB, a signal-to-noise ratio of at least elimin
eliminatiation
on of acoacoust
ustica
icall bar
barrie
riers
rs to cla classr
ssroom
oom
 15 dB will always be achieved if the background learning.

noise level does not exceed 35 dB. The choice of
15 dB for the signal-to-noise ratio was based on A6 Bi
Bibl
blio
iogr
grap
aphy
hy on ef
effe
fect
cts
s of no
nois
ise
e an
and
d
severa
sev erall con
consid
sidera
eratio
tions.
ns. The Ame
Americ rican
an Spe
Speech
ech-- reve
reverbe
rbera
ratio
tion
n on lea
learni
rning
ng
Language-Hearing Association [A18] recommends
at least a 15 dB signal-to-noise ratio in class- [A1] J.H. Flavell, Cognitive Development Prentice-
Hall, Englewood Cliffs, NJ. (1977
(1977).
).
rooms to ensure that children with hearing impair-
ment
me nts
s an
and
d lalang
ngua
uagege di
disa
sabi
bili
liti
ties
es arare
e ab
able
le to [A2] G.W. Evans and L. Maxwell, ‘‘Chronic noise
achieve high speech intelligibility. exposure and reading deficits: The mediating ef-
fects
fects of langua
language
ge acquis
acquisition
ition,’’
,’’ Environment
Environment and
In addition, the research literature summarized in
Behavior 29(5), 638-656 (1997).
this annex also supports a signal-to-noise ratio of
15 dB. [A3] N.R
[A3] N.R.. Fre
French
nch and J.C J.C.. Ste
Steinb
inberg
erg,, ‘‘F
‘‘Fact
actors
ors
governing the intelligibility of speech,’’ J. Acoust.
Normal
Normal adu
adults
lts typ
typica
ically
lly req
requir
uire
e 0 dB sig
signal-
nal-to-
to-
Soc. Am. 19, 90-119 (1947).
This website stores
noise datafor
ratios such asspeech intelligibility when lis-
high
tening to simple and familiar speech material for [A4] R. Plomp, ‘‘A signal-to-noise ratio model for
short periods
periods of time. An additional
additional 2 dB is neede
needed d the speech-reception threshold of the hearing im-
to com
compenpensat
sate
e for neu
neurol
rologic
ogical
al imm
immatuaturit
rity;
y; an paired,’’
paired,’’ J. Speech and Hearing Research
Research 29, 146-
addi
ad diti
tion
onal
al 5 dB is re requ
quir
ired
ed to cocomp
mpen ensa
sate
te fo
forr 154 (1986).
sensorineural and conductive hearing losses; an
or accept the default settings. [A5] R. Plomp and A.M. Mimpen, ‘‘Speech-recep-
additional 5 dB is required for limited English pro- tion threshold for sentences as a function of age
ficiency and language disorders; and an additional and noise level,’’ J. Acoust. Soc. Am. 66, 1333-
3 dB is required to compensate for the effects of
Privacy Policy 1342 (1979).
excessive reverberation. These additional require-
Marketing
ments for classrooms total 15 dB over that of nor- [A6] T. Fi
[A6] Finit
nitzo
zo-H
-Hie
iebe
berr an
and
d T. Tilillm
lman
an,, ‘‘‘‘Ro
Room
om
mal adults, or a signal-to-noise ratio of 15 dB. acoustical effects on monosyllabic word discrimi-
Personalization
This conclusion does not include any further in- nation ability for normal and hearing impaired chil-
dren,’’ J. Speech and Hearing Res. 21, 440-448
crease in the signal-to-noise ratio that may be as-
Analytics (1978).
sociated
sociat ed wit
with
h the fact tha
thatt chi
childr
ldren
en in the lower
grades may be listening to unfamiliar speech ma- [A7] A. L. Bronzaft, A.I. and D.P. McCarthy, ‘‘The
Save Accept All
terial. effect
effect of eleva
elevated
ted train noise on readi
reading
ng abilit
ability
y,’’
16:15:49

ANSI S12.60-2002
Environmental Behavior, 7, 517-528 (1975). [A14] P. Ries, ‘‘Prevalence and characteristics of

persons with hearing trouble: United States, 1990-
[A8] A. L. Bronzaft, ‘‘The effect of a noise abate-
ment program on reading ability’’, J. Environmen- 1991,’’ Vital and Health Statistics Series 10 188,
tal Psychology, 1, 215-222 (1982). 1-22 (1994).
[A9] J.S. Lukas, ‘‘Noise, classroom behavior and [A15] C. Crandell and J.J. Smaldino, ‘‘Speech per-
third and sixth grade reading achievement’’, Pro- ception in noise by children for whom English is a
ceedings,
tics, Rome,17th
Italy,International Congress of Acous-
(Sept. 2-7 2001). second language,’’ American Journal of Audiology
5, 47-51 (1996).
[A10] D.J. MacKenzie, D.J and S. Airey, ‘‘Class-
room acoust
acoustics,
ics, a resea
research
rch projec
project’’,
t’’, Heroi
Heroit-W
t-Watt
att [A16] C.V. Pavlovic, ‘‘Derivation of primary param-
Univ., Edinburgh, U.K. (1999). eters
eter s and procedures
procedures for use in speech intelligibil-
intelligibil-
ity predictions,’’ J. Acoust. Soc. Am. 82, 413-422
[A11] L. Maxwell and G. W. Evans, ‘‘The effects of
noise on pre-school childrens’ pre-reading skills’’, (1987).
Journ,
Journ, Env
Enviro
ironme
nmenta
ntall Psy
Psycho
cholog
logy
y 20(
20(1),
1), 91-
91-98
98
(2000). [A17] K. Pea
[A17] Pearso
rsons,
ns, R.S
R.S.. Ben
Bennet
nett,
t, and S. Fid
Fidell
ell,,
‘‘Speech
‘‘Speech levels in vario
various
us noise environments,
environments,’’’’
[A12] D. Gelnett, L. Hinton and S.D. Soli, ‘‘Hearing Office of Health and Ecological Effects, U.S. Envi-
In noi
noise
se tes
testt for children:
children: Nor
Normin
ming
g res
result
ults
s and ronmental
ronm ental Prote
Protection
ction Agenc
Agencyy. EP
EPA-600
A-600/1-77
/1-77-02
-02
headphone
headp hone simulation,’
simulation,’’’ Ameri
American
can Acade
Academy
my of Au- (1976).
diology, Dallas, Texas (1995).
[A13] S. Schappert, ‘‘Office visits for otitis media: [A18] American Speech-Language-Hearing Asso-
United States, 1975-1990,’’ Vital and Health Sta- ciation,
ciation, ‘‘Guid
‘‘Guidelines
elines for Acoust
Acoustics
ics in Educa
Educationa
tionall
tistics 214, 1-15 (1992). Environments,’’ 37, Suppl. 14, 15-19 (1995).
Annex
Anne xB
(Informative)
Desi
Design
gn gu
guid
idel
elin
ines
es fo
forr no
nois
ise
e co
cont
ntro
roll fo
forr bu
buil
ildi
ding
ng se
serv
rvic
ices
es,, ut
util
ilit
itie
ies,
s,
and
an d ins
instru
tructi
ctiona
onall eq
equip
uipme
mentnt
B1 Int
Introd
roduct
uction
ion sponsibility to ensure that the design and imple-
mentation conforms to the background noise level
This website stores
HVAC
HV AC sys data
system
temssuch
s andas oth
other
er bui
buildin
lding
g ser
servic
vices
es and limits in table 1.
utilities
utilit
cookies to enable iesessential
are complexsite syste
systems
ms of mecha
mechanical,
nical, elec-
trical, andas marketing,
plumbing components supplied by many
personalization, and analytics. You . This obser
different
different manufact
manufacturers
urers. observatio
vation
n is par- B2 HV
HVAC
AC no
nois
ise
e co
cont
ntro
roll
may changeticularly
your settings
true foratmost
any time
HVAC systems designed for
Specifi
Spec ificc li
lim
mit
its
s on the max axim
imum
um alallo
lowa
wabl
ble
e
specific
specifi settings.
c proje
projects.
cts. Noise from these building sys- A-weig
A-w eighte
hted
d and C-wC-weig
eighte
hted
d bac
backgr
kgroun
ound
d noi
noise
se
tems can be generated and transmitted to a room level from HVAC equipment are given in 4.3. To
in a wide variety of ways. Responsibility for provid- achieve these limits, an HVAC system should be
Privacy Policy
ing an adequate noise control design that will allow designed with noise control in mind. The following
conformance to the background noise level limits are some of the minimum features that should be
Marketing
in table 1 resides with the architect and the archi- employ
emp loyed
ed for HV HVAC
AC sys
system
temss int
intend
ended
ed for any
Personalization
tect’s design subcontractors. During construction, learning facility.
responsibil
respo nsibility
ity for implem
implementing
enting the noise control
Analytics 1) Und
Unduct
ucted
ed sys
system
tems
s sho
should
uld not be emp
employ
loyed
ed
design forwith
may rest eacheach
element of
individual
indivi thesubco
dual building
subcontra services
ntractor
ctor,, but since the sound they produce is inherently unable
Save Accept All to conform to the background noise level criteria in
the general contractor is likely to have overall re- table 1.
16:15:49

ANSI S12.60-2002
2) All grilles and diffusers (air devices) should be cated over less sensitive spaces, which may in-
selected to have a catalog Noise Criteria (NC) rat- clude corridors.
ing of NC 18 or less for a single diffuser, providing
The above guidelines are examples of the many
the NC catalog ratings are based on a correction
noise control provisions that may be needed when
of 10 dB for sound absorption in the room. [B1]
designing an HVAC system. Before finalizing any
NOTE Noise Criteria (NC) is a single number rating HVAC noise control design, considering the very
of room noise based on comparison of the octave- large number of HVAC systems types that may be
band sound pressure level spectrum of a noise with employed for schools, the facility designer or the
standardized octave-band sound pressure level con- responsible
respo nsible subcontracto
subcontractorr shoul
should
d consu
consult
lt one or
tours that include low-frequency sound (see annex more references such as those listed in clause B7.
G).
The ASHRAE Handbooks, [B3-B5] are especially
3) Airflow velocities in trunk ducts should not ex- helpful to assist in achieving an HVAC system de-
ceed 4.1 m/s (800 ft/min). Branch ductwork sizes sign
sign tha
thatt will con
confor
form
m to the required
required min
minimu
imum
m
should match the air device’s duct connection size. level of steady background noise. HVAC manufac-
Duct silencers will be required inside the air-han- turers should be able to provide useful design or
dling unit or in the main supply and return air ducts noise-rating information for their systems or com-
in most systems. ponents [B6]. References [B7], [B8] and [B9] pro-
vide further guidance on noise control for HVAC
4) All ductwork should be fabricated and installed systems
systems and other building services.
so as to achieve a low static pressure loss in ac-
cordan
cordancece wit
with
h pro
proced
cedure
ures
s in the Sheet Met
Metal
al &
Air-Conditioning Contractors National Association B3 No
Noisise
e cont
contro
roll co
consnsid
ider
erat
atio
ions
ns fo
forr
(SMACNA) for HVAC System Duct Design, [B2]. elec
electri
trica
call equ
equipm
ipmen entt and sy
syste
stems
ms
To achieve the rated performance of air diffusers,
the plenum depth should be the equivalent of at Significant background noise in a learning space
least three to four diameters of the duct going to can be produced by electrical equipment and its
the diffuser. installation. Two such sources of noise are electri-
5) All rotating equipment
equipment and equipment with static cal fixtures and light fixture ballasts. Light fixtures
pressure control dampers should be 3.3 m (10 ft), with low-noise ballasts should be used in learning
or farther if possible, from the classroom. HVAC spaces to assist in conforming to the requirements
of table 1 for background noise levels. Improper
fan equipment serving more than one classroom
instal
installat
lation
ion of ele
electr
ctrica
icall or cab
cable
le box
boxes
es can de-
should be farther from the classrooms than equip-
grade sound isolation between rooms. For single
ment serving only one classroom.
stud
stu d wal
walls,
ls, elec
electri
trical
cal out
outlet
let box
boxes
es on opp
opposi
osing
ng
6) Ce
Cent
ntri
rifu
fuga
gall fa
fans
ns wit
with
h ai
airf
rfoi
oil-
l-sh
shap
aped
ed bl
blad
ades
es walls should never be in the same stud space. For
should be used in most cases in order to achieve dual-stud walls, the boxes should be separated by
This websitethe
th stores
e
learni
lea back
ba
rning data
ngckgr
grou such
ound
spaces
spa ces. as
nd . so
soun
undd
Centri
Cen leve
le
trifugvels
allsfan
fugal requ
re
fanssquir
ired
ed
with
wit forrward
fo
h for the
th
forwar e
d at least 0.6 m (24 inches). If back-to-back electrical
boxes are necessary in double stud walls, either of
cookies to enable
curvedessential site be avoided (especially with
blades should the following methods should be used. The boxes
functionality, as wellair
central asdistribution
marketing, systems) because this fan should
sho uld be enc
enclos
losed
ed in ful
fulll gyp
gypsum
sum board enclo-
personalization,
design
des andtyp
ign analytics.
typica
ically
lly genYouerates
genera tes exc
excess
essive
ive low
low-fr
-fre-
e- sures that do not contact the framing of the other
may changeque your
quency settings
ncy noise whe at any
when n time
the total stastatic
tic pressure
pressure is row of studs and have all joints sealed with caulk-
greater settings.
than 2 inches of water. ing or both boxes should be of the vapor-barrier
type that are properly caulked and sealed.
7) Duc
Ductwo
twork
rk ser
servin
ving
g adj
adjace
acent
nt lea
learni
rning
ng spa
spaces
ces
should
sho
Privacy Policy uld inc
includ
lude
e sou
sound
nd att
attenu
enuato
ators
rs or sou
sound-
nd-ab-
ab-
sorbing duct lining (if required), or both, to reduce
crosstalk through the duct system. The attenuation
B4 Pl
Plum
umbi
bing
ng sy
syst
stem
ems
s no
nois
ise
e co
cont
ntro
roll
Marketing
should be sufficient to preserve the noise isolation
Personalization Water flow noise from plumbing systems can be a
between
betwe en the adjace
adjacent
nt learni
learning
ng spaces
spaces..
signifi
significan
cantt con
contri
tribut
butor
or to the bac
backgr
kgroun
ound
d noi
noise
se
Analytics
8) To minimize HVAC noise transmission into core level in a learning space. To minimize noise from
learning spaces, variable air volume (VAV) boxes plumbing fixtures and piping located adjacent to
Saveand fan-powered
Acceptboxes
All should not be located over core and ancillary learning spaces, consideration
these spaces.
spaces. Inste
Instead,
ad, the eleme
elements
nts should be lo- should be given to the following installation details.
16:15:49

ANSI S12.60-2002
1) Run piping above corridor ceilings, not above or placed in noise-isolating enclosures. This pro-
learning spaces. cedure
ced ure is esp
especi
ecially
ally imp
import
ortant
ant and pra practi
ctical
cal for
built-in audio-visual systems or overhead projec-
2) Locate restrooms away from classrooms.
tors.
tors. For suc
such
h buil
built-i
t-in
n equ
equipm
ipment
ent,, a des
design
ign goagoall
3) Use cast iron waste water pipes, when possible. shou
sh ould
ld be to en
ensu
sure
re th
that
at it
its
s op
oper
erat
atio
ion
n wi
willll no
nott
Plastic piping may require special care during in- cause
cau se the tot
total
al one
one-ho-hour
ur ave
averag
rage e bac
backgr
kgrounound
d
stallation to ensure quiet operation and should be noise level to exceed the limits specified in table 1
wrapped with one

ating material or more
or, for layers
plastic wasteof pipe,
sound-attenu-
wrapped while HVACare
and utilities systems and other building services
also operating.
with sound-absorbing material and boxed in with
The designer of the noise-control features should
gypsum wallboard.
active
act ively
ly see
seekk to det
determ
ermine
ine whe
whethe
therr pot
potent
entiall
ially
y
4) Isolate all water piping from the building walls noisy instructional equipment is planned for per-
and structure using foam rubber wrapping or resil- manent or long-term installation in a noise-sensi-
ient clamps and hangers. tive instructional
instructional space. If so, appropriate
appropriate noise
isolat
isolating
ing enc
enclos
losure
ures
s sho
should
uld be inc
includ
luded
ed in the
5) When it is necessary for a plumbing wall chase
classroom design planning.
to be adjacent to a learning space, the wall should
employ double stud construction [with a minimum The background noise level in a learning space
2.5 cm (1 inch) gap between the two rows of studs] containing a large number of computers, each with
with two layers of gypsum board on the classroom its own cooling fan, may be well above the back-
side and sound-absorbing insulation batts in both ground
gro und noise lim
limits
its in tab
table
le 1. In suc
such
h lea
learni
rning
ng
stud cavities. spaces, special consideration should be given to
6) Red
Reduce
uce the pre
pressu
ssure
re of the supply
supply wat
water
er as noise control by selection of low-noise computers
and the additi
addition
on of more sound-absorbin
sound-absorbing g treat
treat--
much as possible and employ trapped-air water-
ment than needed to conform to the reverberation
hammer arrestors for water supply pipes serving
criteria in table 1 in order to minimize the reverber-
flush
flush or sol
soleno
enoid
id val
valve
ve fixt
fixture
ures
s to red
reduce
uce wat
water
er
ant level of this background noise. Sound-absorb-
hammer noise.
ing partial barriers may be needed between com-
7) Use water siphon jet fixtures instead of blowout puter stations.
fixtures.
8) Inspect all plumbing installations for conform- B6 Con
onfo
forrming to the lim
imiits fo
forr
ance to the noise control features before sealing back
backgro
ground
und no
noise
ise le
leve
vell
the walls.
Conforming to the noise level criteria specified in
table 1 and the design techniques discussed in this
B5 No
Nois
ise
e co
cont
ntro
roll fo
forr in
inst
stru
ruct
ctio
iona
nall annex may require coordinated action by the ar-
equi
equipm
pmeent us
used
ed in a cl clas
assr
sroo
oom
m
This website stores data such as chitects for design
eral building of thethe
contractor, school building, the
school-facility gen-
design
As stated
cookies to enable in 1.1.4,
essential sitethe background noise from por- staff, the equipment suppliers, and a person with
table
functionality, or permanent,
as well as marketing, built-in equipment used during
professional experience in building noise control
the cou
personalization, course
andrse of ins
instru
analytics. tructi
Youction,
on, suc
suchh as audaudio-
io-vis
visual
ual
technology.
equipment or computers,
may change your settings at any time is not within the scope of
this
or accept the standard.
default Cooling fans or other internal rotat-
settings. Select
Sele ctio
ion
n of a pe pers
rson
on ex
expe
peri
rien
ence
ced
d in bubuild
ildin
ing
g
ing components usually generate this noise. Be- noise control technology is the ultimate responsi-
cause
cau se thi
this
s noi
noise
se can inc increa
reasese the bac
backgr
kgroun
ound d bility of the owner or designer of the educational
noise
noi
Privacy Policy se lev
level
el in lealearnirning
ng spa
spaces
ces,, thi
this
s equ
equipm
ipment
ent facility. However, such a person should be able to
should be carefully selected and located to mini- provide evidence of professionally recognized ex-
mize its noise impact on the learning process. Ex-
Marketing pertise in noise-control technology for building ser-
cept for comp
computers
uters,, stand
standards
ards for the acous
acoustical
tical vices, utilities, and equipment, or be employed by
Personalization
emissi
emi ssion
on chacharac
racter
terist
istics
ics (fo(forr exa
exampl
mple,
e, sou
sound
nd a firm with the same professionally recognized ex-
power level) of such equipment are not currently pertise.
Analytics
available.
The fa
The fact
ct th
that
at a pr
proj
ojec
ectt ha
has
s a pe
pers
rson
on tr
trai
aine
ned
d in
SaveSuch
Such ins
instruAccept
tructionall All
ctiona equipm
equipment
ent,, whe
whenn ope
operat
rating
ing,, buildi
building
ng noi
noise
se con
contro
troll tec
techno
hnolog
logy
y on the des
design
ign
should be located as far as possible from students team does not ensure conformance to the provi-
16:15:49

ANSI S12.60-2002
sions of this standard. Workmanship and the qual- [B3] ASHRAE Handb
Handbook,
ook, Funda
Fundament
mentals,
als, Ameri
Ameri--
ity of products used on the project are also major can Society of Heating, Refrigerating and Air-Con-
factors in achieving the required acoustical envi- ditioning
ditioning Engineers,
Engineers, Inc. Atlan
Atlanta,
ta, GA 30329 (1997).
(1997).
ronment in all learning spaces. The best design [Web site - http://ashrae.org].
can be negated by poor workmanship and use of
products that do not conform to published perfor- [B4] ASH
[B4] ASHRAE
RAE Han
Handbo
dbook,
ok, HVHVAC
AC AppApplic
licati
ations
ons,,
mance specifications. American
Amer ican Societ
Society
y of Heatin
Heating,
g, Refri
Refrigerat
gerating
ing and
Air-Conditi
Air-Conditioning
oning Engineers,
Atlanta,
ta, GA 30329
Manufacturers of school building services equip- (1999).
ment,
men t, uti
utilit
lities
ies (fo
(forr exa
exampl
mple,
e, HV
HVAC
AC and ligh
lightin
ting)
g)
and ins
instru
tructi
ctiona
onall equ
equipm
ipment
ent usu
usuall
ally
y can sup
supply
ply [B5] ‘‘A Practic
[B5] Practical
al Gui
Guide
de to Nois
Noisee and Vib
Vibrat
ration
ion
noise emission levels for their products. This infor- Contro
Con troll for HV
HVAC
AC Sys
System
tems,’
s,’’’ ASH
ASHRAE
RAE SpeSpecia
ciall
mation
matio n should be evalua
evaluated
ted carefully during the Publication, American Society of Heating, Refrig-
equipment selection process. erating
erating and Air-Conditioni
Air-Conditioning
ng Engine
Engineers,
ers, Inc. At-
lanta, GA 30329.
B7 Bi
Bibl
blio
iogr
grap
aphy
hy fo
forr fu
furt
rthe
herr gu
guid
idan
ance
ce on
noi
ois
se contrtro
ol fo
forr HVAC, electr triical, and [B6] ‘‘Application of Manufacturers’ Sound Data,’’
plumbing
plum bing sys
systems
tems ASHRAE Special Publication,
Publication, Amer
American
ican Society of
Heating, Refrigerating and Air-Conditioning Engi-
[B1] Air-conditioning
Air-conditioning and Refri
Refrigerat
geration
ion Insti
Institute
tute neers, Inc. Atlanta, GA 30329.
(ARI) Standard 885-98, ‘‘Procedure for Estimating
Occupied Space Sound Levels in the Application [B7] L.L. Beranek and I.L. Ver, Noise and Vibration
of Air Terminals and Air Outlets’’ [Web site - http:// Control Engineering, Wiley, NY (1992).
www.ari.org/std].
[B8] C.M. Harris, (Ed), Noise Control in Buildings,
[B2] Sheet Meta
Metall & Air-Conditioning
Air-Conditioning Contractors
Contractors McGraw-Hill, New York (1994).
National Association (SMACNA), ‘‘HVAC System
Duct Design,’’ 3rd Edition (1990). [Web site - http://
http:// [B9] J.G. Lilly,
Lilly, ‘‘Noi
‘‘Noise
se in the Classroom,’’
Classroom,’’ ASHRAE
www.SMACNA.org]. Journal, 42, (2) (February 2000).
Annex
Anne xC
(Informative)
Design gui
Design guidel
deline
ines
s for co
contr
ntroll
olling
ing
reve
reverb
rber
erat
atio
ion
n in cl
clas
assr
sroo
ooms
ms an
andd ot
othe
herr le
lear
arni
ning
ng sp
spac
aces
es

C1 Int
Introd
roduct
uction
ion in achieving conformance to the reverberation time
criteria in table 1.
The amounts
personalization, and You
and analytics. locations
locat ions of sound absorption
absorption
may changetreat
treatment
ments
your s neede
needed
settings d totime
at any limit reverberation
reverberation are im-
portant considerations
or accept the default settings. for good acoustical charac- C2 Proc
oceedur
ure
e to esti
tim
mate ththee amount of
teristics in learning spaces. Excessive reverbera- soun
so und-
d-ab
abso
sorb
rbin
ing
g ma
mateteri
rial
al neneed
eded
ed to
tion
tion cacann re
redu
duce
ce ththee un
unde
ders
rsta
tand
ndin
ing
g of spspok
oken
en achi
ac hiev
eve
e th
the
e de
desisign
gn go
goal
al fo
forr re
reve
verb
rber
erat
atio
ion
n
words.
wor
Privacy Policy ds. Con
Conver
versel
sely
y, too mucmuchh sou
sound-
nd-abs
absorb
orbing
ing time
treatment, especially in dedicated lecture rooms,
Marketing
can reduce beneficial early sound reflections caus- The fir
The first
st st
step
ep in de deve
velo
lopi
ping
ng an es
estitima
mate
te of th
the
e
ing speech levels from a talker to fall off rapidly minimum required area of acoustical treatment for
Personalization
with distance and thereby reduce speech intelligi- installation in a learning space is to apply the Sab-
Analytics
bility for distant listeners. This annex provides de- ine for
formul
mulaa [C1
[C1].
]. Accordin
Accordingg to thi
this
s for
formul
mula,
a, the
sign guidelines for the control of reverberation in minimum
minimu m tot
total
al sou
sound
nd abs
absorp
orptio
tion
n A neede
needed
d to
Savelearning spaces
Accept
by All
the addition of sound-absorb- achiev
ach ieve
e a rev
reverb
erbera
eratio
tion
n tim
time
e of T 60 seconds
seconds or
ing materials. The guidelines are intended
intended to assist less in a room of enclosed volume V V is
is given by:
16:15:49

ANSI S12.60-2002
AkV / T
T 60 (C.1) tion (C.2). If necessary, the choices of material and
material areas are adjusted until equation (C.1) is
The constant
constant k  0.161 s/m when volume
volume V is
is in satisfied. The minimum total sound absorption is
cubic
cubic met
meters ers and the sousound
nd abs
absorp
orptio
tion
n A is in calculated
calcu lated from applic
application
ation of equat
equation
ion (C.1) for
square meters. Constant k
Constant k  0.049 s/ft when vol- frequencies of 500 Hz, 1000 Hz, and 2000 Hz.
ume V
ume V is
is in cubic feet and sound absorption A
absorption A is is in
square feet. The pro
proces
cesss des
descri
cribed
bed abo
above
ve can be sim
simpli
plified
fied
substantially when only one type of sound-absorb-
Next, the total sound absorption is broken down ing material is to be installed and A
and A R is
is assumed to
into the sum of the products of the surface area S area S i be 15% of the floor area.
of eac
each
h suc
suchh sou
sound-
nd-abs
absorb
orbing
ing sur surfac
facee and the
The volume V V of the learning space can be ex-
sound absor
absorption
ption coeffi
coefficient
cient  i for thi
this
s sur
surfac
face.
e.
pressed as the product of floor area S f and aver-
That is, the total sound absorption A is given by
age ceiling height H . Using equations (C.1) and
the summatio
summation n ove
overr all tre
treate
ated d sursurfac
faces
es as ex-
(C.2) and a residual absorption of 15% of the un-
pressed by the following relation:
carpet
car peted
ed floofloorr are
area,
a, it is str
straig
aightf
htforw
orward
ard to con
con--
struct
struct a tabtable
le of the min minimu
imumm reqrequir
uired
ed sur
surfac
face
e
A 1S 1 2S 2 3S 3... I S i AR (C.2) area S
area S 1 as a percentage of the floor area for maxi-
where AR is the residual sound absorption. A de-
where mum reverberation times of 0.6 s and 0.7 s from
fault value of AR equal to 15% of the floor area table 1. The variables in the table are the sound
accounts for the acoustically untreated room sur- absorption coefficient  1 of the acoustical
acoustical treat
treat--
faces (for examp
example,le, the untreated walls, ceiling
ceiling,, ment and average ceiling height height H .
and bare, uncarpeted floor) and for the furnishings With the assumptions described above, the entries
(for exa
(for exampl
mple,
e, tab
tables
les,, cha
chairs
irs,, and she
shelve
lves s (se
(see
e in ta
tabl
ble
e C.C.1
1 fo
forr th
the
e mi
mini
nimu
mum
m susurf
rfac
ace
e ar
area
ea of
C3.5). For a carpeted room, a value for A R , of 20% acoustical treatment S 1 as a percentage of floor
of the floor area is recommended as a conserva- area S
area S f were calculated from the following expres-
tive default design value. sion.
Alternatively
Alternativ ely,, the design
designer
er can set A R equal
equal to S f   100  kH /
100 S 1 / S / T  1 
T 60   0.15 / 
13% of the floor area plus the product of the carpet
(C.3)
surface area and its sound absorption coefficient.
where k
k is the con
consta
stant
nt emp
employ
loyed
ed in equ
equati
ation
on
The latter may vary from a minimum of less than
(C.1).
0.1 at 500 Hz to as high as 0.65 at 2000 Hz, de-
pending on the type and thickness of the carpet As shown in table C.1, for either of the two rever-
and its underlayment. Many references, such as beration times, the required minimum surface area
those listed in the bibliography to this annex, pro- of aco
acoust
ustica
icall tre
treatm
atment
ent inc
increa
reases
ses as the cei
ceiling
ling
vide tables of sound absorption coefficients for dif- height increases and as the sound absorption co-
ferent acoustical materials, including carpet, at dif-
This website stores
ferent data such as
frequencies. efficient decreases.
apply acoustical The table
treatment shows
to the wallsthe
asneed to
well as
cookies to enable essential site the ceiling
ceiling for rooms
rooms wit
with
h hig
highh cei
ceiling
lingss and low
These same references may be used to provide
functionality, as well as marketing, sound absorption coefficients. Two examples illus-
alternative sound absorption coefficients for other
personalization, and in
surfaces analytics.
place of You
the preceding default assump- trate application of the data in the table.
may changetio your
tions. settings
ns. Tabu
abulat at
lation
ionss oftime
any the sou
sound
nd abs
absorp
orptiotion
n per
or accept the default settings. Exam
Exampl
ple
e 1.
table or chair are available from these references.
Their values may be used if these furnishings are A rectangular core learning space has dimensions
compar
com parabl
able
e to tho
those
se int
intend
ended
ed for the lea
learni
rning
ng of 40 ft long by 25 ft wide by 9 ft high. It is planned
Privacy Policy
space. to install sound-absorbing material only on the ceil-
ing. The enclosed volume is (40  25  9)  9000
Marketing
For best accuracy in calculations of reverberation
ft3. Fro
Fromm tab
table
le 1, for thi
this
s enc
enclos
losed
ed vol
volume
ume,, the
time, it is recom
recommende
mended d that laboratory-cer
laboratory-certified
tified
Personalization maximum reverberation time is 0.6 s at each of the
sound absorption coefficients be used. These are
three
thre e specifi
specified
ed frequ
frequencies
encies.. Manuf
Manufactur
acturer’s
er’s data
normally available from acoustical material manu-
Analytics indicate that the proposed acoustical ceiling mate-
facturers, (see C2.1). rial has sou
rial sound
nd abs
absorp
orptio
tion
n coe
coeffic
fficien
ients
ts of 0.6
0.65,
5,
SaveNext, the values
Accept All
of 
I and Si for the proposed ma- 0.80, and 0.90 at 500 Hz, 1000 Hz, and 2000 Hz,
terials and surface areas are substituted into equa- respectively.
16:15:49

ANSI S12.60-2002
From table C.1, for the smallest absorption coeffi- were the only material used. However, under the
cient of 0.65 and the 9 ft ceiling height, the re- assumptions, only 40% of that area is required or
quired minimum area of treatment is 90% of the 0.4  1.3  1000  520 ft2. For the room perim-
floor area of 40  25  1000 ft2, or 900 ft 2. This eter
eter of 13 130 0 ft
ft,, th
the
e he
heigh
ightt of th
the
e wa
wallll tr
trea
eatm
tmen
entt
leaves 10% of the ceiling area free for lighting and would need to be 4 ft on each of the four walls or
other services. If the allowance for lighting area is 44% of the total wall area.
inadequate, some acoustical treatment may have
In summary, 540 ft2 of ceiling treatment material
to be installed on the walls. and 520 ft2 of walwalll tre
treatm
atment
ent material
material wou
wouldld be
NOTE 1. While the required sound absorption should required for the core learning space to conform to
be confirmed at each of the three frequencies, it will the 0.6 s reverberation time limit in table 1 while
generally
gener ally be found that conformance
conformance to the rever- prov
provid
idin
ing
g gogood
od int
intel
ellig
ligib
ibili
ility
ty of sp
spok
okenen woword
rds.
s.
beration-time requirement of table 1 at 500 Hz will Other
Oth er dis
distri
tribut
bution
ions
s of cei
ceilin
ling
g and wal
walll tre
treatm
atment
ent
also ensure conformance at the two higher frequen-
areas could be evaluated if it were considered that
cies.
too much of the available wall area was devoted to
NOTE 2. If the manufacturer’s sound absorption data sound-absorbing material.
are between the sound absorption coefficients listed
in the first column of table C.1, the required treatment C2.1 Sou
C2.1 Sound
nd abs
absorp
orption
tion coe
coeffici
fficient
ents
s and rel
relate
ated
d
area can be computed by interpolation in the table. design consid
consideratio
erations
ns
For example, if the lowest sound absorption coeffi-
cient for example 1 were 0.67 instead 0.65, the rela- The sound absorption coefficients for all acoustical
tive treatment area for the ceiling would be 90%  materials
mate rials supplied for the project should be deter
deter--
(0.65/0.67) or 87% of the floor area or 870 ft2 instead mined in accordance with ASTM C423 [C2]. The
of 900 ft2. learning facility owner’s representative should re-
quest from the acoustical materials contractor(s):
A similar table can be constructed from equation
(C.3) for a carpeted floor by changing the default
a) appropriate certification that all material(s) have
value for A
for A R / S
S f from 0.15 for uncarpeted floors to
been tested in full accordance with ASTM C423
0.2 for carpeted floors.
and
Exam
Exampl
ple
e 2. b) a table of the laboratory-certified sound absorp-
tion coefficients at 500, 1000 and 2000 Hz for the
For the same core learning space as in example 1, materials employed (see E4.2.1 in annex E). The
it is now considered necessary to improve the in- moun
mo unti
ting
ng co
cond
ndit
itio
ion
n em
empl
ploy
oyed
ed fo forr th
thes
ese
e te
test
sts
s
telligibility of speech in this lecture-type classroom. should be identified and, preferably, should be the
In accordance with the guidance in C3.1.2, addi- same as the as-installed mounting configuration.
tional sound-absorbing material is to be installed The designer should recognize that when the cav-
as a ring around the walls near the ceiling. The ity depth behind the acoustical material in a labo-
This website stores data suchceiling
sound-absorbing as treatment
same material as for example 1, butisthe
to proposed
be of the ratory config
ratory configurati
uration
on moun
mounting
ting is great
greater
er than for
the as-installed depth, the installed low-frequency
acoustical wall treatment has manufacturer-stated sound
sou nd abs
absorp
orptio
tion
n coe
coeffic
fficien
ients
ts are usu
usuall
ally
y low
lower
er
absorption coefficients of 0.45, 0.60, and 0.70 at than those for the laboratory tests.
500 Hz, 1000 Hz, and 2000 Hz, respectively.
may change your settings at any time Tradeoffs
Tradeof fs betwe
betweenen the sound
sound-abso
-absorptio
rption
n coef
coeffi-
fi-
or accept the
In default
this
this cassettings.
case,e, as a worworkin
kingg ass
assump
umptiotion,
n, ass
assume
ume cients and the surface areas of treatment are al-
that the ceiling is to provide 60% of the total sound lowed if the tradeoffs result in the same or lower
absorp
abs orptio
tion
n whi
while
le the rem
remain
aining
ing 40% of the tot total
al reverberation times than those specified in table 1
sound
sou
Privacy Policy nd abs
absorp
orptio
tionn is pro
provid
vided
ed by the wal walll tre
treat-
at- for each of the three frequencies.
ment.
When selecting acoustical materials to meet the
Marketing
Theref
The refore
ore,, the cei
ceilin
ling
g tre
treatm
atment
ent are
area a sho
should
uld be reverberation time performance criteria in table 1,
2
60% of the 900 ft determined for example 1 or 0.6
Personalization it is prudent to allow for sufficient surface area cov-
2
 900  540 ft . According to table C.1, for the 9 erage using sound absorption coefficients that fall
Analytics
ft ceiling and the smallest sound absorption coef- in the lower range that alternative suppliers may
ficient of 0.45 for the wall treatment, the minimum provide. This procedure helps insure that the prop-
Saverequi
required Accept
red surf
surface All of wall-t
ace area wall-treatm
reatment
ent mater
material
ial erly certified material from the lowest bidder is ad-
2
would be 130% of the floor area of 1000 ft if it equate.
16:15:49

ANSI S12.60-2002
Table C.1 — Minimum surface area of acoustical treatment for different sound absorption coefficients,
ceiling heights, and reverberation times.
(a) Reverberation time, T

time, T 60 , of 0.6 s
Ceiling height,
height, H , ft
Sound 8 9 10 11 12 13 14 15 16
absorption Ceiling height, H , m

coefficient,  1 2.44 2.74 3.05 3.35 3.66 3.96 4.27 4.57 4.88
Minimum area of sound-absorbing material as a percentage of the floor area
0.45 112 130 148 167 185 203 221 239 257
0.50 101 117 134 150 166 183 199 215 232
0.55 92 107 121 136 151 166 181 196 211
0.60 84 98 111 125 139 152 166 179 193
0.65 78 90 103 115 128 141 153 166 178
0.70 72 84 95 107 119 130 142 154 166
0.75 67 78 89 100 111 122 133 144 154
0.80 63 73 83 94 104 114 124 135 145
0.85 59 69 79 88 98 107 117 127 136
0.90 56 65 74 83 92 101 111 120 129
0.95 53 62 70 79 88 98 105 113 116
1.00 50 59 67 75 83 91 100 108 116
NOTE Sound absorption coefficients stated by a manufacturer to be greater than 1.0 based on laboratory tests may
be taken as equal to 1.00 for purposes of this annex.
(b) Reverberation time, T

time, T 60 , of 0.7 s
Ceiling height,
height, H , ft
Sound 8 9 10 11 12 13 14 15 16
absorption Ceiling height, H , m
coefficient,  1 2.44 2.74 3.05 3.35 3.66 3.96 4.27 4.57 4.88
This website stores data such as Minimum area of sound-absorbing material as a percentage of the floor area
cookies to enable0essential
.45 site 91 107 122 138 154 169 185 200 216
0.50as marketing,
82 96 110 124 138 152 166 180 194
0.55 75 87 100 113 126 138 151 164 177
0.60
or accept the default settings. 68 80 92 104 115 127 139 150 162
0.65 63 74 85 96 106 117 128 139 149
0.70 59 69 79 89 99 109 119 129 139
Privacy Policy 0.75 55 64 73 83 92 102 111 120 130
0.80 51 60 69 78 86 95 104 113 121
Marketing 0.85 48 57 65 73 81 90 98 106 114
0.90
Personalization 46 53 61 69 77 85 92 100 108
0.95 43 51 58 65 73 80 88 95 102
Analytics
1.00 41 48 55 62 69 76 83 90 97
SaveNOTE SoundAccept All coefficients stated by a manufacturer to be greater than 1.0 based on laboratory tests may be
absorption
taken as equal to 1.00 for purposes of this annex.
16:15:49

ANSI S12.60-2002
C3 Fu
Furt
rthe
herr de
desi
sign
gn gu
guid
idan
ance
ce Wall-
all-mou
mounte
nted
d mat
materi
erials
als sho
should
uld be ins
instal
talled
led,, as
recommended by the manufacturer, with clips or
C3.1
C3.1 Lo
Loca
cati
tion
on of th
the
e ab
abso
sorb
rbin
ing
g ma
mate
teri
rial
al glue to the wall surface or be fastened to added
C3.1.1
C3.1 .1 GeGene
nerral Cl
Claass
ssro
room s. In ca
oms. case
ses
s wh
whereree spacers
space rs to achiev
achieve
e the stated sound absor
absorption
ption
there is no fixed lecture position for the teacher, coefficients.
and when ceiling heights are less than about 3 m
(10 ft), the best option is to place most if not all of C3.3 Re
C3.3 Reve
verb
rber
erat
atio
ion
n co
cont
ntro
roll fo
forr an
anci
cill
llar
ary
y an
and
d
the sound-absorbing material on the ceiling. For larg
large
e co
core
re le
lear
arni
ning
ng sp
spac
aces
es
ceiling heights greater than 3 m (10 ft), which is
discouraged for classrooms, an increasing amount For ancillary spaces, such as corridors, gymnasia,
of the sound-absorbing material will have to be on cafeterias and large core learning spaces [volume
3 3
the walls as the wall height increases above 3 m. If  566 m ( 20 000 ft )] sound-absorbing material
nearly all of the installed sound-absorbing material should be installed to reduce noise caused by the
is on the cei
ceilin
ling,
g, then it is prudent
prudent to int
introd
roduce
uce activities
activ ities of occup
occupants,
ants, as well as to contr
control
ol rever
rever--
furnis
furnishin
hings
gs sucsuchh as boobooksh
kshelv
elves
es of adeadequa
quate
te beration. The amount of acoustical treatment will
height to assure that sound waves traveling across vary widely, but corridors should generally have a
the
the ro
room
om araree scscat
atte
tere
red
d in th
the
e di
dire
rect
ctio
ionn of th
the
e total surface area of sound-absorbing material that
sound-absorbing acoustical ceiling. is not less than 50% of the ceiling area and up to
75% if pospossib
sible;
le; 75% tre
treatm
atment
ent area is rec
recom-
om-
C3.1.2 Lec
C3.1.2 Lectur
ture-ty
e-type
pe cla
classrooms.. Speech intelli-
ssrooms
mended for corridors with high traffic or noisy lock-
gibility studies [C3] have shown that, for lecture-
ers.
type classrooms, it is best to ring the upper wall
and cei
ceiling
ling wit
with
h sou
sound-
nd-abs
absorb
orbing
ing mat
materi
erial.
al. Thi
Thiss A measure of the sound absorption coefficient of
configuration enhances reflections to and from the acoustical materials is provided by a single num-
back of the room, as well as back and forth across ber rat
rating
ing cal
called
led the noi
noise
se red
reduct
uction
ion coe
coeffic
fficien
ientt
the room, thus promoting good speech communi- (NRC), [C4, C5]. For cafeterias and for large core
cati
cation
on be
betw
twee
een
n te
teac
ache
herr an
andd st
stud
uden
entt an
and d vi
vice
ce learning spaces with ceiling heights up to 3.7 m
versa, as well as among students. This arrange- (12 ft), a suspended ceiling with an NRC of 0.70 or
mentt als
men also
o enh
enhanc
ances
es bet
better
ter com
commun
munica
icatio
tion
n for higher should be used for the full ceiling area ex-
group
group dis
discus
cussio
sions
ns and pod forformat
matss whe
where re the clusive of the area required for lights and ventila-
teacher moves around the room. tion grilles. Higher NRC ratings should be consid-
ered especially for ceiling heights less than 3.7 m.
For classrooms that have a relatively fixed teacher When the ceiling height is greater than 3.7 m (12
position, the sound-absorbing material should not ft), especially if greater than 4.6 m (15 ft), a more
be placed just above and in front of the teacher’s detailed
detai led analys
analysisis by exper
experienced
ienced personnel
personnel may
position
position becau
because
se that position would reduc
reducee the be required to provide adequate control of rever-
level of the teacher’s voice at the positions of the beration. In any event, as suggested by table C.1,
students. wall treatment should be included for such high-
cookies to enable essential site ceiling rooms. Depending on the amount of wall
functionality, as
C3.2
C3 .2well asting
Moun
Mo marketing,
unting of acacou
oust
stic
ical
al tr
trea
eatm
tmen
entt in treatment, the ceiling NRC or treated area might
classrooms then be reduced when some of the wall area is
may change your settings at any time covered by sound-absorbing material. When per-
Ceili
Ce iling
ng ac
acou
oust
stic
ical
al tr
trea
eatm
tmen
entt is nonorm
rmall
ally
y su
sus-
s-
or accept the default settings. mitted within sanitation restrictions, similar acous-
pended from the ceiling with an air space specified
tical treatment should be employed in food-serving
by the architect. The height of the air space may,
and food-preparation areas.
or may not, be the same as the 40 cm (16 inch) air
Privacy Policy NOTE The Noise Reduction Coefficient is equal to
spac
sp acee co
comm
mmon only
ly us
used
ed by ma manu
nufa
fact
ctur
urer
ers
s to
achieve the sound absorption coefficients that are the arithmetic mean of the sound absorption coeffi-
Marketing cients at 250, 500, 1000, and 2000 Hz, rounded to
measured by a testing laboratory. As long as the
the nearest multiple of 0.05. The NRC of acoustical
Personalization
minimum air space required for installing a lay-in
material should not be used for design or calculation
ceiling exists, the actual sound absorption at fre-
Analytics of reverberation time for core learning spaces for pur-
quencies of 500 Hz and higher should be not less poses of this standard.
than
tha n the pub
publis
lished
hed val
values
ues.. Exp
Experi
erienc
enced
ed pro
profes
fes--
Savesionals shouldAccept All
be consulted when reverberation at For rooms with high ceilings, such as gymnasia,
frequencies less than 500 Hz is a major concern. the installation of acoustical treatment on the walls
16:15:49

ANSI S12.60-2002
is impor
important
tant to minim
minimizeize rever
reverberan
berantt build-
build-up
up of sistent with limited experimental data comparing
noise level. Absence of any acoustical treatment the rever
reverberat
beration
ion for furni
furnished
shed and unfur
unfurnished
nished
on the walls of high-ceiling rooms can make the classrooms.
mate
ma teri
rial
al on ththe
e ce
ceililing
ing le
less
ss ef
effe
fect
ctiv
ive
e th
than
an ex
ex--
The sound absorption of learning space occupants
pected.
was considered in setting the limits on reverbera-
Guidance is available in the references listed in the tion time in table 1 and should not be included in
bibliog
bibliograp
raphy
hy in C5 for manmany y oth
other
er arc
archit
hitect
ectura
urall any calculations for the reverberation time of an
acoustics
acous tics design object
objectives
ives applicable to rever
rever-- unoccupied space. The sound absorption provided
beration
berat ion control in ancilla
ancillary
ry spaces and large core by an occupant is approximately equal to 0.55 m2
learning spaces. These objectives include but are (6.0 ft2) for an adult student and about 20% less for
not limited to: a high school student and 40% less for an elemen-
tary grade student [C4].
• provid
providing
ing sui
suitab
table
le rev
reverb
erbera
eratio
tion
n tim
times
es for
large core learni
learning
ng spaces and dual-
dual-purpo
purpose
se
C4 Gu
Guididel
elin
ines
es fo
forr go
good
od ac
acou
oust
stic
ics
s in la
larg
rge
e
ancillary spaces such as a cafeteria also used
as an auditorium (e.g. - Ref. C5, C6, or C7), and clas
classr
sroo
ooms
ms anand
d le
lect
ctur
ure
e ro
room
omss
• includ
including
ing additional sound-absor
sound-absorbing
bing material This standard does not specify performance crite-
on the walls in corridors connecting noisy rooms ria or design requirements for enclosed learning
to quieter areas of the school and in corridors spaces larger than 566 m3 (20 000 ft3). However,
with busy foot traffic or noisy lockers. limited
limited addit
additional
ional recom
recommenda
mendations
tions and design
guidelines for larger rooms and other spaces in
educational facilities, aside from those in C3.3, are
C3.4
C3.4 Ca
Carp
rpeti
eting
ng in cl
clas
assr
sroo
ooms
ms given in this subclause.
Carpeting in a classroom (for example, in an area Large lecture rooms generally differ physically and
where young children sit on the floor together for a functionally in many ways from classrooms found
story) can help substantially to reduce background in elelem
emenenta
tary
ry an
and
d seseco
cond
ndar
ary
y sc
scho
hool
ols.
s. Th
The
e
noise in the classroom from chair and foot impacts teacher-s
teach er-studen
tudentt config
configurati
uration
on tends to be fixed;
or sc
scuf
uffli
fling
ng.. Ca
Carp
rpet
etin
ing
g ca
cann als
also
o at
atte
tenu
nuat
ate
e th
the
e the size of the room can vary greatly, sometimes
transmission of this impact noise to the room be- accommodating hundreds of students. The shape
low. The alternative use of neoprene chair leg tips of the room may vary from a traditional rectangular
should be considered as a way to help minimize shape; HVAC systems usually have much greater
chair-shuffling noise without the use of carpeting. capacities;
capac ities; and speech reinforcement
reinforcement systems as
See annex F for discussion of indoor air quality well as other fixed audiovisual facilities are com-
(IAQ) and multiple chemical sensitivity (MCS) is- mon in such spaces.
sues for carpeting.
For unamplified speech, beneficial sound-reflect-
This website stores data
Carpeting such
alone as
sound absorption
absorpt ionusually does
for class notsince
classrooms
rooms provide
it isenough
gener- ing surfaces, especially over the teacher-lecturer,
are necessary to assure adequate speech sound
ally poor at low frequencies, even when newly in- levels in the back of the room with relatively uni-
stalled. (See text following Equation C.2 for further form distribution of the sound of spoken words. If
details.) the teacher-student configuration is fixed, benefi-
cial reflections can be obtained with sound-reflect-
C3.5
C3 .5 Ab
Abso
sorp
rptio
tion
n of fu
furn
rnis
ishi
hing
ngs
s an
and
d oc
occucupa
pants
nts ing surfaces placed above the lecturer, sometimes
extend
extending
ing ove
overr the aud
audien
ience,
ce, on the cei
ceilin
ling,
g, or
Calcul
Cal culati
ations
ons of rev
reverb
erbera
eratio
tion
n tim
timeses for lea
learni
rning
ng sidewalls.
sidewa lls. Because of the larger room volumevolumes,
s,
Privacy Policy
spaces assume typical furnishings such as chairs, reverb
reverbera
eratio
tion
n tim
times
es usu
usually
ally are gre
greate
aterr tha
thann in
tables, and storage cabinets. A sound absorption
Marketing small classrooms, with values of 0.7 s to 1.1 s in
equal to 5% of the floor area, already included in occupied
occup ied room
rooms s not uncom
uncommon.
mon. To
To assur
assure e less
Personalization
the residual absorption term A
term A R in equation C.2, is variability in the reverberation time with changes in
a con
conser
servat
vative
ive app
approx
roxima
imatio
tionn for the sou
sound
nd ab- occupancy, it is always desirable to have sound-
Analytics
sorption
sorpt ion of these furnishings.
furnishings. These furni
furnishings
shings absorbing upholstered chairs in small auditoria. To
are normally floor-mounted and thus their quantity minimiz
minim ize
e ec
echo
hoes
es,, th
the
e ba
back
ck wa
wallll is of
ofte
ten
n ma
made
de
Saveand hence Accept All absorption will tend to be
their sound sound absorbing, or is tilted to avoid sending re-
proportion
propo rtional
al to the floor area.
area. The 5% figure is con- flections back toward the source, or both.
16:15:49

ANSI S12.60-2002
Because of the complexity of the design of large [C5] W. Cav

[C5] Cavana
anaugh
ugh and J. Wil
Wiles,
es, Architec
Architectur
tural
al
lecture
lectu re room
rooms,s, exper
experienced
ienced prof
profession
essionals
als should Acoust
Aco ustics
ics Pri
Princi
nciple
ples
s and Pra
Practi
ctice,
ce, Wil
Wiley
ey,, NY
NY,,
be con
consul
sulted
ted to ens
ensure
ure that the des
design
ign and its (1999).
implementation achieve the acoustical objectives
of this standard. [C6] M.D. Egan, Architectural Acoustics, McGraw-
Hill, NY (1988), San Francisco, CA (1998).
Furtherr gui
Furthe guidan
dance
ce for det
detaile
ailed
d des
design
ign con
consid
sider-
er-
ations of lecture rooms can be found in a number
of sources including [C1, C4-C11] listed in the bib- [C7] R.
rceCoffeen,
resource
resou for createt
ingal.,
creating ‘‘Classroom
learning
learn ing enviroAcoustics,
environment
nments
s witha
liography.
desirable listening conditions,’’ Acoustical Society
of America, Melville, NY, (August 2000).
C5 Bibl
Bibliogr
iography
aphy
[C1] R.E. Apfel, Deaf Architects and Blind Acous- [C8] L. Ir
[C8] Irvi
vine
ne an
andd R. Ric
Richa
hard
rds,
s, Ac
Acou
oust
stic
ics
s an
andd
ticians,
ticians, A Guide to the Principles
Principles of Sound
Sound Design, Noise Control Handbook for Architects and Build-
Apple Enterprises Press, New Haven, CT, (1998). ers, Krieger Publishing Co., Malabar, FL (1998).
[C2] AST
[C2] ASTM M C42
C423-0
3-00,
0, Sta
Standa
ndard
rd Test Met
Method
hod for [C9] M. Mehta, J. Johnson, and J. Rocafort, Archi-
Sound Absorption and Sound Absorption Coeffi- tectural Acoustics Principles and Design, Prentice
cients by the Reverberation Room Method. [Web Hall, Upper Saddle River, NJ (1999).
site - http://www.astm.org]
[C10] C.J. Rosenburg, ‘‘Acoustic Design,’’ Archi-
[C3] J. Bradley and R. Reich, ‘‘Optimizing Class-
tectural Graphics Standards, Eighth Edition, J.R.
room Acoustics Using Computer Model Studies,’’
Canadian
Canadi an Acoustics,
Acoustics, 26 (4) 15-21 (1998
(1998).
). Hoke, Jr., (ed), The American Institute of Architec-
ture, Wash. DC (1988).
[C4] V.O.
V.O. Knudsen and C.M. Harris, Acoustical De-
signin
signing
g in Arc
Archit
hitect
ecture
ure (19
(1950)
50),, Rep
Republ
ublish
ished
ed by [C11] C.M. Salter and Associates, Inc., Acoustics:
Acou
Ac oust
stic
ical
al So
Soci
ciet
ety
y of Am Amer
ericica
a Pu
Publ
blic
icat
ation
ions,
s, Architectu
Architecture-En
re-Engineer
gineering-T
ing-The
he Enviro
Environment
nment,, Will-
Melville, N.Y. (1980). iam Stout Publishing (1998).
Annex
Anne xD
(Informative)
Desi
Design
gn gu
guid
idel
elin
ines
es fo
forr no
nois
ise
e is
isol
olat
atio
ion
n
D1 Int
Introd
roduct
uction
ion also be needed when it is necessary to verify con-
formance to the STC or IIC ratings of 4.5, (see
This annex provides E5.1 in annex E).
cookies to enable essential site informative design guidelines
forasnoise
functionality, well asisolation between learning spaces and
marketing, The noise isolation provided by wall or ceiling ele-
between
personalization, and aanalytics.
learningYou
space and other interior or ex- ments depends on both the materials used and the
may changeterior
your spaces.
settings Application
at any time of these design guide- installation practices and may be strongly affected
lines settings.
will assist, but not guarantee, achieving con- by sound leakage at joints and penetrations and
formance to the background noise level limits in unintended flanking paths around these elements.
table 1. The STC and IIC ratings in 4.5 are in- When a high degree of noise isolation is required,
Privacy Policy
tended to provide a practical means of achieving as for music rooms, flanking of sound transmission
this conformance. All acoustical aspects of the de- throug
through h com
common
mon floo
floors,
rs, wal
walls,
ls, and cei
ceiling
lings
s can
Marketing
sign and construction should therefore be consis- limit the isolation actually achieved unless proper
tent with this intent. In support of this intent, since steps are taken in the design and construction.
Personalization
many finished component assemblies involve the The noise isolation requirements of this standard
Analytics
work of more than one building trade, architectural are sim
simila
ilarr in con
concep
ceptt to req
requir
uireme
ements
nts inc
incorp
orpo-
o-
specifications should refer to noise control and iso- rated in several existing national and international
Savelat
lation
ion mea
measurAccept
es inAll
sures all app
applic
licabl
able
e sec
sectio
tions.
ns. After buildi
building
ng cod
codes.
es. Exa
Exampl
mples
es inc
includ
lude:
e: a) App
Append
endix
ix
comple
com pletio
tion
n of con
constr
struct
uction
ion,, on-
on-sit
site
e tes
testin
ting
g may Chapter 12 Division II-Sound Transmission Con-
16:15:49

ANSI S12.60-2002
trol of the 1997 Uniform Building Code (UBC), b) door-to-indoor noise isolation design is to measure
Sectio
Sec tion
n 120
12066 of the 200
20000 Int
Intern
ernati
ationa
onall Buil
Buildin
ding
g the current, or predict the future, noise levels of
Code,
Cod e, and c) Sta
Standa
ndard
rd SST
SSTDD 8-8
8-87
7 of Sou
Southe
thern
rn external sources at the proposed locations for fa-
Building Code Conference International (SBCCI). cades. The next step is to determine the neces-
All of the
these
se pre
prescr
scribe
ibe min
minimu
imumm STC rat
ratings
ings for sary
sary out
outdoo
door-t
r-to-i
o-indo
ndoor
or noi
noise
se lev
level
el red
reduct
uction
ion to
separating walls and floor-ceiling assemblies. Ex- achiev
ach ievee the req
requir
uired
ed int
interi
erior
or bac
backgr
kgroun
ound
d noi
noise
se
cept for the SBCCI code, they also prescribe mini- level in table 1. (See D2.3.3 for one approximate
mum IIC ratings
requirements for for
thisfloor-ceiling assemblies.
standard differ The
from those in method.) It is good design practice to allow a mar-
gin of safety to account for uncertainties, including
the above codes because the application for the the possibility
possibility that current outdoor sound levels
space is different and, in many cases, have more may increase in the future. For predictions of ex-
stringent acoustical design requirements. ternal noise levels, widely accepted models for as-
sessing industrial or transportation noise sources
D2 No
Nois
ise
e is
isol
olat
atio
ion
n will normally be available to environmental plan-
ners
ner s or aco
acoust
ustica
icall con
consul
sultan
tants.
ts. For som
some e sit
sites,
es,
D2.1
D2.1 No
Nois
ise
e iso
isola
latio
tion
n be
betwe
tween
en in
inter
terior
ior sp
spac
aces
es
maps or contours of the current or projected out-
Table 2 specifies the required minimum STC rat- door noise environment may be available from lo-
ings for inter
interior
ior and exter
exterior
ior walls surro
surrounding
unding en- cal planning departments.
closed learning spaces. The table presents design
Selection of materials and acoust
Selection acoustical
ical design for
requirements for STC ratings of typical wall con-
the exterior envelope of a school building should
structions where the wall is continuous to the floor
consider these measured or predicted noise lev-
below or floor-ceiling system above, with all pen-
etrations adequately sealed, (see the guidance in els. Kn
els. Know
owle
ledg
dgee of th
thes
ese
e le
leve
vels
ls ca
can
n as
assi
sist
st in
achieving adequate acoustical design features to
ASTM
AST M E49
E497 7 [D1
[D1]).
]). Gen
Genera
erall des
design
ign gui
guidan
dance
ce on
attenuate the outdoor noise levels and ensure that
noise isolation is provided in many texts and re-
the interior background levels do not exceed the
ports
ports on bui
buildi
lding
ng noi
noise
se con
contro
troll inc
includ
luding
ing ref
refer-
er-
limits in table 1.
ences D2 to D15.
D2.3.2
D2.3 .2 Se
Selec
lecti
ting
ng sit
sites
es fo
forr le
lear
arni
ning
ng fa
facil
ciliti
ities
es.. As
D2.2
D2.2 No
Nois
ise
e iso
isola
latio
tion
n of op
open
en-p
-pla
lan
n cl
clas
assr
sroo
ooms
ms recommended by ANSI S12.9/Part 5 [D10], learn-
ing facilities should not be located at sites where
The low noise isolation that is inherent with open- the yearly average day-night average sound level
plan classrooms is generally well below the design exceed
exc eedss the fol
follow
lowing
ing lim
limits
its wit
with
h cor
corres
respon
pondin
ding g
requirements in table 2. Therefore, this standard construction methods:
emphas
emp hasize
izes
s tha
thatt ope
open-p
n-plan
lan cla
classr
ssroom
oom des
design
ign
should be strongly discouraged since the resulting • 60 dB to 65 dB for convention
conventional
al constructio
construction
n
background noise levels in a core learning space methods for the learning facility, providing the
as a result of activities by students in other core external walls are designed to a minimum STC
This website stores data
learning such
spaces as an open classroom setting
within rating of 50 consistent with the minimum ratings
are highly likely site
to exceed the background noise in table 2 and table 3;
limits in table 1. The poor acoustical performance • 65 dB to 75 dB if th the
e ex
exte
tern
rnal
al shell
shell of th
thee
of open-plan systems Youhas a negative impact on the learning facility is designed to provide adequate
may changelearning
your settings at any time
process and tends to defeat any teaching noise isolation in order to conform to the limits in
or accept the
met default
method
hodolo settings.
ology
gy adv
advant
antage
ages
s tha
thatt may acc
accrue
rue fro
from
m tabl
table
e 1 fo forr ba
back
ckgr
grou
ound
nd no
nois
ise
e le
leve
vels
ls (s
(see
ee
their use. D2.3.3).
Privacy Policy
D2.3
D2. 3 Out
Outdoo
door-to
r-to-in
-indoo
doorr nois
noise
e iso
isolati
lation
on Under no conditions should a new learning facility
be located at a site where the yearly average day-
D2.3
D2 .3.1
Marketing .1 Ou
Outdo
tdoor
or-to
-to-n
-nois
oise e en
envi
viro
ronm
nmen ts.. There
ents
night average sound level exceeds, or is predicted
is no single answer for the proper amount of noise
Personalization to exceed, 75 dB.
isolation to include in the design to shield a learn-
ing space from industrial or transportation outdoor D2.3.3
D2.3 .3 Ap
App
pro
roxi
xima
mate te ST
STC
C rat
atin
ings
gs to ac
achi
hiev
eve
e a
Analytics
noise sources. Each situation is unique with regard desi
de sire
redd ou
outd
tdoo
oor-r-to
to-i
-ind
ndoo
oorr no
nois
ise
e le
leve
vell re
redu
duc-
c-
to distance to, and the extent and characteristics Given the limits on background noise levels
tion. Given
tion.
Saveof, industrialAccept All local traffic, or other trans-
sources, from table 1 and the external noise environments
portation noise sources. The best solution to out- established by one of the procedures outlined in
16:15:49

ANSI S12.60-2002
Table D.1 — Approximate difference between the minimum STC rating required for building envelope
components and the required outdoor-to-indoor noise level reduction
Fenest
Fenestrat
ration
ion % (STC
(STC ratin
rating
g of wal
walls
ls and
and roofs
roofs)) minus
minus (STC rating of doors and windows)
(outdoor-to-indoor noise level minus (outdoor-to-indoor noise level
reduction) reduction)
dB dB
1 to 25 15 6
26 to 70 20 11
NOTES
a)
Fenestration is the percentage of the total wall and roof surface area that consists of windows, doors, and other
openings. For rooms without a roof, it is the percentage of the total wall area made up of windows, doors, and other
openings.
b)
The values for the nominal STC rating minus the outdoor-indoor noise level reduction in columns 2 and 3 are based
on the expectation that the dominant outdoor noise source is vehicular traffic. If other sources dominate, adjust-
ments may be needed. For example, if aircraft noise is the dominant source, the minimum required STC rating may
increase by about 2 dB.
D2.3.1 and D2.3.2, the recommended STC rating exterior walls would have to be at least 30  20 or
for the wall, roof, door, and window elements of the 50. The STC rating of the windows would have to
school building envelope may be estimated from be at least 30  11 or 41.
the data in table D.1.
To obtain estimates of the required STC ratings
Table D.1 gives the approximate difference in deci- that are better than those obtained from applica-
bels between the minimum STC rating of the ex- tion of table D.1 would require an assessment of
terior
ter ior elements
elements of a lea learni
rning
ng spa
space
ce and the re- the frequency spectrum of the long-term average
quired outdoor-to-indoor noise level reduction for exterior noise level. Also needed is the frequency-
two ranges of the relative area of the fenestration dependent sound transmission through the walls,
in the envelope. While only an approximation, the roof, windows, and doors that are planned for the
data in the table may be used for initial estimates envelope of the school building (see ref. D8, D9).
of the STC rating required for the components of
the exterior envelope of the structure.
This website stores data such as D2
D2.4
.4 STC
ST C of
rati
rating
ngs
s mbly
forr ly
fo comp
compos
osit
ite
e el
elem
emen
ents
ts of a
NOTE Outdoor-to-indoor noise level reduction is the
cookies to enable essential site wall
wa ll or roof
ro asse
assemb
differ
differenc
encee in A-w
A-weig
eighte
hted
d sou
sound
nd lev
level
el bet
betwee
ween
n a
functionality, as well as marketing, STC ratings for a composite of several elements in
spec
sp ecifi
ified
ed ou
outd
tdoo
oorr so
soun
und
d fiefield
ld an
andd th
the
e re
resu
sult
ltin
ing
g
A-weighted soundYoulevel in the room abutting the fa- a structural assembly may be estimated by appli-
may change your cadesettings at any
or facade timeof interest. It can be mea-
element cation of the data in table D.2. Table D.2 may be
sured insettings.
accordance with ASTM E966 [D9] where it is
accordance employed to determine the STC rating of two dif-
called ‘‘outdoor-indoor level reduction’’. ferent building elements such as walls, doors and
windows with STC ratings, STC (1) and STC (2),
As an example, assume that the dominant source
Privacy Policy where STC (1) is greater than STC (2) and with
of exterior noise is road traffic and that the maxi-
corresponding surface areas S1 and S2.
mum one-hour-average A-weighted noise level is
Marketing
65 dB at the nearest exterior classroom wall facing Enter table D.2 in the column across the top with
Personalization
the tra
traffic
ffic.. To con
confor
form
m to the bacbackgr
kgroun
oundd noi
noise
se the difference in the STC ratings rounded to the
limit inside the classrom of 35 dB from table 1, the nearest 3 dB. Then go down to the row indicated in
Analytics
nominal
nomin al outdo
outdoor-t
or-to-indo
o-indoor
or noise level reduc
reduction
tion the left-most column to the range that includes the
would have to be 65 – 35 or 30 dB. According to area S2 as a percentage of the total area (S1 
Savetab
table
le D.1 Accept
D.1,, for Allerior
an ext
exterior wal
walll wit
with
h fen
fenest
estrat
ration
ion S2) of both elements.
elements. At the intersection
intersection of the row
greater than 25%, the nominal STC rating of the and column, find the correction to subtract from
16:15:49

ANSI S12.60-2002
Table D.2 — Corre

Correction
ction data for estimating
estimating the STC rating of a two-element
two-element
composite building assembly.
STC (1) rating minus STC (2) rating, dB

S2/(S1S2) 3 6 9 12 15 18 21 24 27 30
100% Correction
Correction to subtr
subtract
act from STC (1) to
to obtain the STC rating
rating of the composit
composite
e assembly
assembly,, dB
0 to 0.2 0 0 0 0 0 0 0 1 2 3
0.2 to 0.5 0 0 0 0 0 1 1 3 4 6
0.5 to 1 0 0 0 0 1 2 3 4 7 9
1 to 2 0 0 0 1 2 3 4 7 9 12
2 to 5 0 0 1 2 3 5 7 10 12 15
5 to 10 0 1 2 3 5 7 10 13 16 19
10 to 20 1 2 3 5 7 10 13 16 19 20
20 to 30 1 2 4 7 9 12 15 18 21 24
30 to 40 1 3 5 8 11 14 17 20 23 26
40 to 60 2 4 7 9 12 15 18 21 24 27
60 to 80 2 5 8 10 13 16 19 22 25 28
80 to 100 3 6 9 12 15 18 21 24 27 30
STC (1) to yield the estimate for the STC rating of To achieve high IIC ratings, it may be necessary to
the composite assembly. For more than two ele- isolate
isolat e the ceiling from the floor above. This can be
ments in a composite assembly, repeat the pro- accomplished by suspending the ceiling with resil-
cess by combining the STC of the composite as- ient channels or isolation hangers. Good architec-
sembly consisting of the first two elements with the turall pract
tura practices,
ices, including caref
careful
ul isolat
isolation
ion design
STC of the third element, and so on. and attention to detail in construction, are impor-
tant to ensure the realization of high IIC ratings.
As stated in NOTE a) to tables 2 and 3, the STC
References D8 and D11 to D15 in the bibliography
rating for the walls of a corridor, office, or confer-
provide extensive IIC test data. Product manufac-
ence
enc e roo
room
m con
contai
tainin
ning
g ent
entran
rance
ce doo
doors
rs exc
exclud
ludes
es
turers can be consulted for additional data.
these entrance
entrance doors
doors.. The desig
designn and anticipated
anticipated
STC rating
rating for such entrance
entrance doors is givgiven
en in D2.5.2 Design guideline for noise isolation
4.5.5. from vibibrrati
tin
ng machin ery. Vibr
ine Vibration
ation isolat
isolation
ion
D2.5 Is
D2.5 Isol
olat
atio
ion
n fr
from
om im
impa
pact
ct no
nois
ise
e or vi
vibr
brat
atin
ing
g methods, such as rubber pads or spring systems
machinery under the mounting points, should always be em-
ployed under rotating machinery to isolate it from
D2.5.1
D2.5 .1 De
Desisign
gn guguidideleline
ine fo
forr im
impa
pact
ct no nois
isee is
isol
ola-
a- floor-c
floor-ceili
eiling
ng sys
system
tems
s and pre
preven
ventt str
struct
uctura
urally
lly--
This website stores
tion
ti on forr data
fo floor
flo such
or-c
-cei
eilias
ling
ng asassesemb
mbli es.. For learni
lies learning
ng transmitted sound from entering learning spaces.
spacesessential
cookies to enable in multi-story
site school buildings, classrooms This
Thi s iso
isolat
lation
ion is par
partic
ticula
ularly
rly imp
import
ortant
ant for roo
roof-
f-
inas
functionality, lower
wellstories may need to be protected from the
as marketing, mounted rotating machinery where the deflection
noiseand
personalization, of impacts
analytics.onYouthe floor of rooms immediately of the roof has to be considered in vibration isola-
may changeabove. Impact noise
your settings at anymay timearise from footfalls or the tion design. Design methods for such vibration iso-
scuffli
scu ffling
ng of furnit
fur
or accept the default settings. niture
ure in the room abo above. ve. Imp
Impact
act lation
lation are doc
docume
umente
ntedd in wid
widely
ely ava
availa
ilable
ble noi
noise
se
noise can be reduced sufficiently by ensuring that control handbooks, (See ref. D2, D8 and D15 in
the floofloor-c
r-ceil
eiling
ing sys
systemtem has an ade adequa quatel
tely
y hig
high
h the bibliography).
Impact
Impa
Privacy Policy ct Insulation
Insula tion Class (IIC)
(IIC) rating.
rating. Installing
Insta lling car-
pet on the floor will almost always ensure an IIC D3 Bi
Bibl
blio
iogr
grap
aphy
hy fo
forr fu
furt
rthe
herr gu
guid
idan
ance
ce on
rating greater than 50 but may not reduce the low-
Marketing noi
ois
se and vibr
bra
ati
tio
on isolola
ati
tio
on in scho
hool
ol
freque
fre quency
ncy impimpact
act sousounds
nds suf
suffici
ficient
entlyly.. It is goo
goodd buildings
Personalization
practice to design the floor-ceiling assemblies to
achieve a minimum IIC 50 rating without carpeting [D1] ASTM E497-99, Standard practice for install-
Analytics ing sound-isolating lightweight partitions. [Web site
above classrooms or other core learning spaces.
For this purpose a permanent resilient underlay- - http://www
http://www.astm.org].
.astm.org].
Savement may be Accept
requiredAll to isolate the finished floor [D2] L.L. Beranek and I.L. Ver, Noise and Vibration
from the structural floor system. Control Engineering, Wiley, NY (1992).
16:15:49

ANSI S12.60-2002
[D3] J.S. Bradley and J.A. Birta, ‘‘Laboratory Mea- Part 5: Sound Level Descriptors for Determination
surements of the Sound Insulation of Building Fa- of Co
Compmpat
atib
ible
le La
Land
nd Us
Use.
e. [W
[Web
eb Si
Site
te - ht
http
tp:/
://
/
cade
cade Ele
Elemen
ments’
ts’’,
’, Nat
Nation
ional
al Res
Resear
earch
ch Cou
Counci
ncill of asa.aip.org].
Canada, Internal Report, IRC-IR-818, (Oct. 2000). [D11] A.C.C. Warnock and W. Fasold, ‘‘Sound In-
[D4] R. Cof
[D4] Coffee
feen,
n, et al, ‘‘C
‘‘Clas
lassro
sroom
om Acoustics
Acoustics,, a sulation: Airborne and Impact’’,
Impact’’, Chap. 93, Encyclo-
resource for creating learning environments with pedia of Acoustics, M.J. Crocker, (Ed), Wiley, NY
desirable listening conditions’’, Acoustical Society (1997).
of America, Melville, NY, (Aug. 2000). [D12] A.C
[D12] A.C.C.
.C. Wa
Warno
rnock
ck and J.A
J.A.. Bir
Birta,
ta, ‘‘D
‘‘Deta
etailed
iled
[D5] R.B. Dupree, Catalog of STC and IIC Ratings Report for the Consortium on Fire Resistance and
Sound Insulation of Floor
Floors:
s: Sound Transmission
Transmission
for Wa
Wallll and Floo
Floor/
r/Ceil
Ceiling
ing Ass
Assemb
emblies
lies,, Offi
Office
ce of
Noise
Noi se Con
Contr trol,
ol, Cal
Califo
iforni
rnia
a Dep
Depart
artmen
mentt of Hea
Health
lth and Impact Insulation Data in 1/3 Octave Bands’’,
Services, Sacramento, CA, (Feb. 1980). Internal
Internal Repor
Report,
t, IRC IR-81
IR-811,
1, Nation
Nationalal Resear
Researchch
Council of Canada, (July 2000).
[D6] Fire Resistance Design Manual, 16th Edition,
[D13] A.C.C. Warnock, ‘‘Controlling the Transmis-
(Gypsum Association, Washington, DC, [Web site sion of Impact Sound Through Floors’’, Construc-
- http://www
http://www.gypsum.org].
.gypsum.org]. tion Canada, 42, (5) pp 14-16, (Sept.1, 2000)
[D7] R.E. Halliwell, T.R.T.
T.R.T. Nightingale, A.C.C. War- [Web site - http://www.nrc.ca/irc/fulltext/prac/
nock and J.A. Birta, ‘‘Gypsum Board Walls: Trans- nrcc44483]
mission Loss Data’’, Internal Report No. 761, Na- [D14] A.C.C. Warnock, ‘‘Impact Sound Measure-
tional Research Council of Canada, (May 1998). ments on Floors Covered with Small Patches of
Resilient Material or Floating Assemblies’’, Internal
Internal
[D8] C.M. Harris
McGraw-Hill, NY (Ed.),
(1994)Noise Control in Buildings, Report, IRC-IR-802, National Research Council of
Cana
Canadada,, Ma
Marc
rch
h 1, (2 (200
001)
1) [W
[Web
eb si
site
te - ht http
tp:/
://
/
[D9] AST
[D9] ASTMM E96
E966-9
6-99,
9, Sta
Standa
ndard
rd Gui
Guide
de for Fiel
Field
d www.nrc.ca/irc/fulltext/ir802/]
Measur
Mea sureme
ement
nt of Air
Airbor
borne
ne Sou
Sound
nd Ins
Insula
ulatio
tion
n of
[D15] ‘‘A Practical Guide to Noise and Vibration
Building
Building Facad
Facades
es and Facad
Facadee Elemen
Elements.
ts.
Contro
Con troll for HV
HVAC
AC Sys
System
tems,’
s,’’’ ASH
ASHRAE
RAE SpeSpecia
ciall
[D10] ANSI S12.9-1998/Part 5, American National Publication, American Society of Heating, Refrig-
Standard Quantities and Procedures for Descrip- erating
erating and Air-Conditioni
Air-Conditioning
ng Engine
Engineers,
ers, Inc. At-
tion and Measu
Measureme
rement
nt of Enviro
Environment
nmental
al Sound
Sound,, lanta, GA. [Web site - http://ashrae.org].
Annex
Anne xE
(Normative)

‘‘G
‘Gooood d ar
arch
chit
itec
ectutura
rall pr
prac
actitice
ces’
s’’’ an
andd pr
proc
oced
edur
ures
es to veveri
rify
fy coconf
nfor
orma
mancncee to th
this
is st
stan
anda
dard
rd
E1 IntrIntroduc
oduction
tion date
dat e by fol
follow
lowing
ing the design guideline
guidelines s giv
given
en in
other annexes. However, concerns about the ac-
This annex providesYourecommendations in clause tuall aco
tua acoust
ustica
icall env
enviro
ironme
nmentnt of lea
learni
rning
ng spa
spaces
ces
may changeE2your for settings at any time practices’’ that will help
‘‘good architectural may arise depending on a combination of factors
or accept the
to default
achievesettings.
the objectives of this standard. Clauses such as building siting, variability in the installation
E3, E4, and E5 describe procedures that shall be of the HVAC system, and variability in the details of
followed to verify conformance to the requirements the construction techniques. For these and other
Privacy Policy
and rec recomm
ommend
endati
ations
ons of thi
this
s sta
standa
ndard,
rd, in the reason
rea sons,
s, ver
verific
ificati
ation
on tes
tests
ts may be nec necess
essary
ary to
event that such verification is required. If verifica-
Marketing evaluate conformance to the requirements of this
tion
tio n of conconfor
forman
mancece is not req
requir
uired,
ed, the pro
proce-
ce-
standard.
dures described in clauses E3, E4, and E5 are
Personalization
provided
provi ded for infor
informatio
mationn only and the entire annex
Nonconformance to the provisions of this standard
Analytics
then shall be considered to be informative rather
may be suspected when subjective evaluation of a
than normative. learning space under typical use indicates exces-
SaveThi
This
s sta Accept
standa
ndard
rd cov All a ran
covers
ers range
ge of req
requir
uireme
ements
nts,, sive background noise, reverberation, insufficient
some of which are relatively simple to accommo- noise isolation, or poor speech intelligibility.
16:15:49

ANSI S12.60-2002
Verification tests and analyses, if required, should 6 mm. ASTM C919 [E1] provides procedures for
be per
perfor
formed
med by qua
qualifi
lified
ed per
person
sonnel
nel (se
(see
e B6 in the use of sealants to maintain the design for noise
annex B). isolation. The architectural design drawings should
include
includ e a refer
reference
ence to ASTM C919 for sealing pro-
E2 ‘‘Go
‘Good
od ar
archi
chitec
tectur
tural
al pra
practi
ctice
ces’
s’’’ an
and
d cedures.
acousti
aco ustical
cal perf
performa
ormance
nce cons
consider
ideratio
ationsns To check conformance to the key requirements of
duri
during
ng an
and
d af
afte
terr co
cons
nstr
truc
ucti
tion
on this standard after construction is completed but
E2.1
E2.1 Pr
Prior
ior to co
compl
mpleti
eting
ng co
cons
nstr
truc
uctio
tion
n before the learning space is occupied (phase 3),
the following evaluations are recommended:
‘‘Good archi
‘‘Good architectu
tectural
ral pract
practices’
ices’’’ durin
during
g the design 1) mea
measur
sure
e the bac
backgr
kgroun
oundd noi
noise
se lev
levels
els wit
within
hin
and construction of a new or renovated learning learning spaces,
space include the following actions: 2) measure the noise isolation between them, and
3) calculate (or measure) reverberation times (see
phase 1 – designing to conform to this standard
E3, E4, and E5 for procedures).
(see annexes B, C, and D);
phase 2 – monitoring activities during construction E2.2
E2.2 Afte
Afterr com
commiss
mission
ioning
ing
to ensure that acoustically important design fea-
tures are not compromised; and After commissioning (accepting completion of con-
struction), ‘‘good architectural practices’’ include:
phase 3 – checking for conformance to the princi-
pal requirements of this standard before comple- 1) being alert for,
for, and monit
monitoring
oring of, degradation
degradation
tion of construction or renovation is accepted. of acoustical materials, and
For a new or a renovated learning space, the ar- 2) respo
responding
nding to complaints about the acoustical
acoustical
environment in a learning space.
chitec
chi tectur
tural
al des
design
ign in pha
phase
se 1 sho
should
uld uti
utiliz
lize
e the
guidance provided in annexes B, C, and D. Be- Over time, some of the noise control features de-
cause many structural component assemblies in- signed into a learning facility may degrade. One
volve work by more than one building trade, the example of such degradation is changes in the bal-
architect’
archi tect’s
s specifi
specificatio
cations
ns shoul
should
d cross
cross-ref
-referenc
erencee ance, or fan operation, of the HVAC system lead-
the noise control and noise isolation measures in ing to exces
excessive
sive low-f
low-freque
requency
ncy noise. Another
Another ex-
all applic
applicable
able sections of the specifi
specification
cations.
s. ampl
am ple
e is ththe
e de
degr
grad
adat
atio
ion
n of dedesi
sign
gned
ed no
nois
ise
e
During construction phase 2, in addition to, and in isolation provided by operable partitions as a result
advance of, conventional on-site inspections, spe- of wear and tear of floor and edge seals. A third
cial training should be provided to those in relevant example is painting of the sound-absorbing mate-
buildin
bui ldingg tra
trades
des who wilwilll per
perfor
form
m the work, or to rial on ceilings and walls.
their
the ir sup
superv
erviso
isors.
rs. The tra trainin
ining
g sho
should
uld des
descri
cribe
be
Tests to verify conformance to this standard may
guidelines for implementing what often may be un-
convention
conve ntional
al or unfam
unfamiliar
iliar const
constructi
ruction
on metho
methods.
ds. be performed
performed in response to complcomplaints
aints about the
cookies to enable essential site acoust
aco ustica
icall env
enviro
ironme
nment
nt in the lea
learni
rning
ng spa
spaces
ces..
For examp
example, le, repre
representa
sentatives
tives of cert
certain
ain buildin
building
g
functionality, as well as marketing, The results of these tests, and those performed
trades may not realize that inadvertent or careless
personalization, and analytics. You prior to accepting completion of construction, will
disp
di spososal
al of de debr
bris
is or te
tempmpor orar
ary
y brbrac
acin
ingg in th
the
e
may changespaceyour settings at any time
between wall surfaces can cause a drastic assist in analyzing the basis for any future com-
reduct
red ion settings.
uction in noi
noise
se iso
isolat
lation
ion bet
betwee
weenn adj
adjace
acent
nt plaint
plaints
s abo
aboutut the aco
acoust
ustica
icall env
enviro
ironme
nment
nt in the
learning spaces. learning spaces.
It is imp
Privacy Policy import
ortant
ant to emp
emphas
hasize
ize to tho
those
se doi
doing
ng the
work during the construction phase that all cracks E3 Ver
erif
ifyi
ying
ng ba
back
ckgr
grou
ound
nd no
nois
ise
e le
leve
vels
ls
Marketing
or joi
joints
nts bet
betwee
weenn wal
walll seg
segmen
mentsts or wal
wall-fl
l-floor
oor or E3.1 Se
E3.1 Sele
lect
ctin
ing
g le
lear
arni
ning
ng sp
spac
ace
e fo
forr
wall-ceiling joints should be sealed with a perma- measurements
Personalization
nently
nentl y flexibl
flexible
e caulki
caulking
ng compo
compound.
und. However,
However, no
attempt should be made to seal cracks or joints
Analytics Ordinarily, comprehensive testing is not required
that are wider than 6 mm (0.25 in.). Solid filler, also for all learning spaces in a given facility to which
caulked, with a surface weight density comparable this
this sta
standa
ndard
rd app
applies
lies and app
approp
ropria
riate
te sam
samplin
pling
g
Saveto that of the Accept All on each side of the crack
material procedures should be adequate. Selection of the
should be used to seal cracks that are wider than size of the sample should consider the need to
16:15:49

ANSI S12.60-2002
evaluate spaces expected to have the highest lev- space; 2) the position and dimensions of windows
els of background noise because of their proximity and doors; and 3) the heights and locations of par-
to internal noise sources (e.g., mechanical equip- tial height walls.
mentt roo
men rooms)
ms) or the
their
ir pro
proxim
ximity
ity to ext
extern
ernal
al noi
noise
se
sources (e.g., road traffic). E3.4
E3.4 Tes
estt in
inst
stru
rume
ments
nts
The test procedures in the balance of this clause Two types of instruments are required — a sound
apply
noise to eachare
levels learning space in which background
to be measured. level metercalibrator).
(or sound and a compatible acoustical calibrator
E3.4.1
E3.4 .1 So
Soun
undd le
leve
vell me
meter
ter.. The sound level meter
E3.2
E3.2 Ro
Room
om co
cond
nditi
ition
ons
s shall provide frequency weightings A and C, and
SLOW time-weighting.
Background noise levels shall be measured while
adjacent
adjace nt spaces (for example,
example, rooms and corri
corri-- The sound level meter shall be an integrating-av-
dors beside, above, and below the space in which eraging type capable of measuring time-average
the measurements are to be made) are unoccu- sound levels or a conventional sound level meter
pied. Students or school staff members, in the re- capable of measuring SLOW time-weighted sound
mainder of the facility, shall be requested to not levels. An integrating-averaging meter
meter is preferred.
carry out any activity that could increase the back- An integrating-averaging sound level meter shall
ground noise level in the room under investigation. conform to the class 1-performance specifications
of IEC 61672-1 [E2] or to the performance speci-
Background noise levels shall be measured during
an hour when the background noise levels are ex- fications
ficati
ave ons
averag
raging
ingof ANSI
ndS1.43
sound
sou el[E3]
level
lev for
ers.type
meters
met . A 1con
integratin
integ
conven rating-
ventio g-
tional
nal
pected to be a maximum. Background noise levels sound
sou nd lev
level
el met
meter
er shall con
confor
formm to the class 1
shallll be mea
sha measur
sured
ed wit
with
h the HVAC
HVAC sys
system
tem and specifications of IEC 61672-1 or to the specifica-
other building services at their appropriate maxi- tion
tions
s of ANSI
ANSI S1S1.4
.4 [E
[E4]
4] fo
forr ty
type
pe 1 so soun
undd lev
level
el
mum operational conditions as specified in 4.3.2. meters. For either type of sound level meter, con-
Lights shall be on; doors and windows shall be formance to IEC 61672-1 is preferred.
closed.
To demon
demonstrat
strate
e confo
conforman
rmance
ce to the backg
background
round
E3.2.1
E3.2.1 Ins
Instru
tructio
ctional
nal equ
equipme
ipment
nt noise limits of table 1, the maximum A-weighted
level
level of sel
self-g
f-gene
enerat
rated
ed noi
noise
se of the sou
sound
nd lev
level
el
Portable and perma
Portable permanent
nent instr
instructio
uctional
nal equip
equipment
ment meter shall not exceed 30 dB for the model of mi-
(forr exa
(fo exampl
mple, e, com
comput
puters
ers and audaudio-
io-vis
visual
ual sys
sys-- crophone installed on the sound level meter.
tems)
tem s) sha
shallll be tur
turned
ned of
offf to obt
obtain
ain bac
backgr
kgroun
ound
d
noise levels required by this standard. NOTE Sound level meters designed in confo
conformance
rmance
with the above IEC or ANSI standards may have A-
However,
Howeve r, it islevels
strongly
stro ngly recommended
recommended that back- weighted self-noise levels greater than 30 dB. Con-
groundessential
cookies to enable noise site also be measured according formance to these standards does not assure com-
toas
functionality, thewell
procedures in this annex when such instruc-
as marketing, pliance with this required maximum self-noise level.
tionaland
personalization, equipment
analytics.andYoubuilding services are operat-
To carry out the preliminary survey of the back-
may change your settings at any time this total background
ing simultaneo
simul taneously
usly.. When background
noise level exceeds the limit in table 1 by more ground
gro und noise lev
levels
els in the manner
manner desdescri
cribed
bed in
than 3 dB, steps should be taken to reduce the E3.7, a conventional sound level meter conforming
level
lev el of the noi
noise
se pro
produc
duced
ed by the ins
instr
truct
uction
ional
al to IEC 61672-1 class-2
class-2 or ANSI S1.4 type-2
type-2 speci-
equipment. fications may be an acceptable alternative. To be
Privacy Policy acceptable, the lowest noise level measurable by
the instrument shall be at least 5 dB below the
Marketing
E3.3
E3 .3 Ro
Room
om de
desc
scri
ript
ption
ion actual
act ual mea
measur
sured
ed bac
backgr
kgroun
ound d lev
level.
el. Thi
This
s abi
abilit
lity
y
Personalization
The overall dimensions of the learning space shall
may be demdemons
onstra
trated
ted by obs
observ
ervati
ation
on in a ver
very y
quiet location. Alternatively, the manufacturer may
be mea
measur
Analytics sured
ed and the enc
enclos
losing
ing vol
volume
ume cal
calcu-
cu-
provide the lowest measurable level for this instru-
lated. The locations and dimensions of major fea-
tures shall be noted on a diagram with plan and ment.
Save Accept All
elevation views showing: 1) the location of HVAC E3.4.2
E3.4.2 Aco
Acoustustica
icall cal
calibrator.. The acoustical cali-
ibrator
compon
com ponent
entss and oth
other
er noi
noise
se sou
source
rces
s wit
within
hin the brator
brator sha
shallll con
confor
formm to the req
requir
uireme
ements
nts of IEC
16:15:49

ANSI S12.60-2002
60942 [E5] for a class 1 instrument or to the re- levels shall be noted at measurement heights rep-
quirements of ANSI S1.40 [E6] for a type 1 instru- resentative of seated and standing students. Alter-
ment. Conformance to the standard corresponding natively, this key location may be selected by lis-
to the sound level meter standard is preferred. The tening
tening at sui
suitab
table
le pos
positio
itions
ns nea
nearr the app
appare
arent
nt
actu
ac tual
al so
soun
und
d prpres
essu
sure
re le
leve
vell an
and
d nonomi
mina
nall fr
fre-
e- source of highest noise levels. If this subjective
quency of the calibration signal shall be known for choice of the key location cannot be confirmed by
the microphone installed on the sound level meter. the sub
subseq
sequen
uentt mea
measur
sureme
ements
nts of bac
backgr
kgroun
ound
d
noise, the background noise measurements shall
E3.5
E3.5 Cal
Calibr
ibratio
ation
n be repeated using a correct key location. Before
determining the other measurement locations it is
The sound level meter and the acoustical calibra- prudent to evaluate preliminary survey results at
tor shall each have a certificate from a qualified the key location, as called for in E3.7.
acoustical testing laboratory indicating that a cali-
A second location shall be on the opposite side of
bration
bration of both instruments
instruments has been performed
performed
the listening area from the key location. Four other
with
within
in th
the
e ti
time
me int
inter
erva
vall re
reco
comm
mmen
ende
dedd by th the
e
locations, two on each side of the listening area,
manufacturer but not more than 24 months prior to
shall be selected ahead and behind the key and
the date of the tests. The certificate shall apply for
second locations.
reference environmental conditions defined by the
manufacturer. The calibration of the sound level Three of the measurement heights above the floor,
meter and acoustical calibrator shall be checked including that for the key location, shall be at the
periodically to ensure that measurements with the nomina
nom inall ear elevation
elevation for students
students seated
seated in a
sound level meter are accurate. chair or on the floor. The other three heights shall
Before initia
Before initiating
ting sound level meas
measureme
urements,
nts, the be representative of the ear position of a standing
student.
student. The recom
recommende
mendedd appro
approximat
ximatee height
heights
s
calibration of the sound level meter shall be veri-
are shown in the following table.
fied in accordance with the procedure described in
the Inst
Instructi
ruction
on Manua
Manuall for the calibr
calibrator
ator.. Adjust
Adjust--
ments shall be made to the calibration in accor- Approximate measurement
dance with this manual to account for any signifi- height above the floor
cant difference betweweeen the prevaililin
ng Grade level
Seated positions
atmospheric pressure and air temperature and the Standing
reference conditions (i.e. - 760 mm Hg, and 23 In a chair
chair On the floor
floor
°C).
K to 6 0.8 m 0.5 m 1.1 m  44 in.
E3.6
E3.6 Sel
Select
ecting
ing mea
measur
sureme
ement
nt loc
locatio
ations
ns 33 in. 20 in.
7 to 9 1.0 m Not 1.4 m  54 in.
The cus
custom
tomary
ary lis
listen
tening
ing are
areas
as use
usedd for spe
speech
ech 40 in. applicable
communication shall be determined for each learn- 10 to 12 1.1 m Not 1.5 m  60 in.
ing space. The customary listening areas include and adults 44 in. applicable
the students’ seating areas and the areas used by
the tea
teache
cherr. The
Thesese lis
listen
tening
ing are
areas
as may be rel rela-
a- For learning
learning spa
spaces
ces use
used
d by stu
studen
dents
ts of wide
widely
ly
tively fixed within a classroom or vary substantially, varying ages, at least four of the six measurement
depending on the seating arrangement and teach- locations shall be those for the younger students.
ing style. A maximum of six measurement loca-
tions shall be selected within the customary listen- Each measurement location shall be shown on a
ing area and at distances not less than 1 m (40 in.) floorr pla
floo plan
n dia
diagra
gram
m and sha
shallll inc
includ
lude
e the actual
actual
Privacy Policy
from a wall or other large solid surface, except for measurement heights employed.
measurement locations close to the floor.
Marketing E3.7
E3.7 Mea
Measu
suri
ring
ng ba
back
ckgr
grou
ound
nd no
nois
ise
e
The location in the customary listening area that
Personalization
has the highest sound level shall be designated Following the initial survey described below, which
the ‘‘k
Analytics ‘‘key
ey loc
locati
ation’
on’’.
’. Thi
Thiss loc
locati
ation
on sha
shallll be det
deter-
er- can emp
employ
loy a han
hand-h
d-held
eld sou
sound
nd lev
level
el met
meter
er,, the
mined by obser
observing
ving the A-fr
A-frequenc
equency-wei
y-weighted
ghted and remainder of the background noise measurements
SaveSLO
SLOW W tim
time-w
e-weig
eighte
Accept hted d sou
All sound
nd lev
level
el as the sou
sound
nd should be conducted with the meter mounted on a
level meter is carried around the learning space tripod to minimize operator-induced noise and re-
with the room conditions as noted in E3.2. Sound flections from the operator’s body.
body. (A tripod may be
16:15:49

ANSI S12.60-2002
necess
nec essary
ary for eve
evenn the initial
initial sur
survey
vey if the ob- further A-weig
further A-weighted
hted backg
background
round noise measu
measure-
re-
served sound levels are very low). A large flat sur- ments
ment s are needed
needed..
face, such as a table or chair seat, shall not be
If the average of the five 30-second samples falls
used to support the instrument. To ensure that any
within a 3 dB range above or below the limits of
air currents do not affect the reading of the sound table 1, then confirmation of conformance or non-
level meter, and to protect the microphone from conformance to these limits shall be determined by
accidental
accide ntal damag
damage,e, an appro
appropriat
priate
e micro
microphone
phone additional tests carried out in accordance with one
windscreen shall always be employed. The num- of the following procedures.
ber of persons in the listening area shall be mini-
mized, preferably with the test conductor the only If the difference between the highest and the low-
person in the area. est noise levels of the five 30-second samples at
the key location is not more than 3 dB, the back-
The measurement of background noise shall begin ground noise shall be judged steady and the mea-
with a preliminary survey to: surement procedure in E3.7.1 shall be employed.
1) fin
find
d th
the
e ke
keyy loc
locat
atio
ion
n wh
wher
ere
e th
the
e ba
back
ckgr
grou
ound
nd If this difference is more than 3 dB, the background
noise level is the highest (see E3.6); noise shall be judged unsteady and the measure-
2) assess the likelihood that the background noise ment procedure of E3.7.2 shall be employed.
level conforms to the limits in table 1; and
E3.7.1 Ste
E3.7.1 Steady
ady bac
backgr
kgroun
oundd noi
noise. The one-hour-
se. The
3) determine if the background noise is steady or
average
average stead
steady
y backg
background
round level for the typic
typical
al
unsteady.
usage hour may be obtained from measurements
The sou
sound
nd lev
level
el met
meter
er use
used
d for this pre
prelim
limina
inary
ry of one 30-secon
30-secondd ave
averag
rage
e sou
sound
nd lev
level
el at eac
eachh
survey may be an integrating- averaging type or a measurement location after ensuring that the room
conventional type. In either case, it may be one conditions are as specified in E3.2. Each 30-sec-
that conforms only to the class-2 requirements of ond average sound level may be measured in one
IEC 61672-1 or the type 2 requirements of ANSI of two ways and the results noted for each mea-
S1.4
S1.4 if the meter also con
confor
forms
ms to the require-
require- surement location:
ments in E3.4.1 for the lowest measurable level. 1) by use of an integrating-averaging sound level
meter for a 30-second measurement interval
At the key location, the time-average A-weighted
or
sound level shall be measured over each of five 2) by vi
visu
sual
al ob
obse
serv
rvat
atio
ion
n fo
forr 30 se
seco
cond
nds
s of ththe
e
nominally
nomin ally conse
consecutive
cutive 30-se
30-second
cond inter
intervals.
vals. The mean
mea n sou
sound
nd lev
level
el obs
observ
erved
ed on a con
conven
ventio
tional
nal
highest 30-second average, the lowest 30-second sound level meter with SLOW time-weighting.
average and the total average of all five 30-second
averages shall be noted. The same type of data If any non-typical short-duration sound, such as a
shallll be obt
sha obtain
ained
ed for C-w C-weig
eighte
htedd sou
soundnd lev
levels
els.. doorr sla
doo slam,
m, occ
occurs
urs dur
during
ing any mea
measur
sureme
ement
nt pe-
Each 30-second average may be obtained with an riod
riod,, th
the
e me
meas
asur
urem
emen
entt sh
shal
alll be st
stop
oppe
ped,
d, th
the
e
integrating-averaging meter set to a 30-second av- memory cleared if an integrating-averaging instru-
cookies to enable
erag
er agin gessential
ing peri
pe od site
riod or,, wi
or with
th a coconv
nven
entition
onal
al so
soun
undd ment is being used, and the 30-second measure-
meter, by visually observing the mean indication of ment repeated.
the A-weighted andYouSLOW time-weighted sound The C-weighte
C-weighted d sou
sound
nd lev
level
el als
also
o sha
shallll be mea
mea--
may changelevelyourover
settings at any timeinterval.
the 30-second sured at the key measurement location applying
If the aveaverag
rage e bac
backgr
kgroun
oundd noi
noise
se lev
levelel fro
from
m the the sam
same e pro
proces
cess s emp
employ
loyed
ed for the A-weight
A-weighted
ed
above five A-weighted measurements is at least 3 sound levels. If the C-weighted sound level at this
dB more than the limits in table 1, then it may be location exceeds the limit for A-weighted levels in
Privacy Policy
concluded that the background noise levels in the table 1 by more than 18 dB, it is recommended
Marketing
room are not in conformance with the standard. No that a more thorough evaluation be made of the
furt
fu rthe
herr baback
ckgr
grou
ound
nd no nois
ise
e me
measasur
urememen
entsts arare
e C-weighted
C-weig hted levels at other locations
locations in the room to
Personalization
needed
nee ded.. If the ave averag
ragee bac
backgr
kgroun
ound d noi
noise
se lev
level
el ensure conformance to 4.3.2.1.
from the above five measurements is at least 3 dB
Analytics E3.7.2
E3.7 .2 Un
Unst
stea
eady
dy ba
back
ckgr
grou
ound
nd nonoise
ise fr
from
om tr
tran
ans-
s-
less than the limits in table 1 and the background porrta
po tati
tion
on no
nois
isee so
sour
urce
ces.
s. For uns
unstea
teady
dy bac
back-
k-
Savenoise is judged steady
Accept All as define
defined d below, it may be ground
gro und nois
noise,
e, the mea
measur
sureme
ement
nt pro
proced
cedure
ure of
concluded that the background noise levels in the E3.7.1 (1) shall be followed, using an integrating-
room
roo m are in con confor
forman
mancece wit
with
h the standard
standard.. No averag
ave raging
ing sou
soundnd lev
level
el met
meterer whic
which,
h, pre
prefer
ferabl
ably
y,
16:15:49

ANSI S12.60-2002
can also determine the A-weighted SLOW time- level exceeded 10% of the time do not exceed the
weight
wei ghted
ed noi
noise
se lev
level
el exc
exceed
eeded
ed for 10% of any limits specified in 4.3.1. The tolerance of 4.7 (1)
measureme
measu rement
nt inter
interval.
val. The integ
integratio
ration
n and aver- applies separately and not cumulatively to each of
aging measurement interval shall be 60 minutes these limits for the continuous test hour.
instead of 30 seconds.
During this measurement, the time of day and the E4 Veri

erifyi
fying
ng rev
rever
erbe
berat
ration
ion tim
times
es
appare
app arent
nt sousource
rcess of sig
signifi
nifican
cantt tra
transp
nsport
ortati
ation
on
noise
noise sha
shallll be ide
identi
ntified
fied and not
noted.
ed. Non
Non-ty
-typic
pical
al E4.1
E4.1 Met
Metho
hods
ds
short-duration loud sounds that occur during the The preferred method to verify that the actual re-
integratio
integration
n inter
interval
val shall be noted
noted,, but the integ
integra-
ra-
verberation times do not exceed the maximum re-
tion shall not be interrupted. Prior to reporting the
verberation time specified in table 1 is to calculate
one-hour-average sound level, the measured data
the reverberation time at 500 Hz, 1000 Hz, and
may be proprocescessed
sed to exc
exclude
lude suc
such h non
non-ty
-typic
pical
al
2000 Hz. Alternatively
Alternatively,, reverberation times may be
short-duration sounds.
measured
measu red direct
directly
ly.. Rever
Reverberat
beration
ion times shall be
The A-weighted, SLOW time-weighted noise level measured when the calculated reverberation times
exceeded for 10% of the observation hour shall be exceed the limits from table 1, when the observed
noted directly if the sound level meter has this ca- reverberation of the learning space appears to be
pability.. Alternatively
pability Alternatively,, manual data processing may excessive, or when significant differences are sus-
be employed. For example, a record of 120 obser- pect
pected
ed be
betw
twee
een
n th the
e as
assu
sume
medd an
andd th
the
e ac
actu
tual
al
vations of 30-second samples of the A-weighted
mounting conditions for the acoustic treatment.
SLOW time-weighted noise level can be used to
determine the level exceeded for 10% of the hour. If calcul
calculated
ated and measu
measuredred rever
reverberat
beration
ion times
differ by more than 0.1 s, the measured reverbera-
E3.7.3 Distuturrbin
ingg sounds from buil ild
din
ing
g ser-
tion time shall take precedence. Results of calcu-
vice
vicess an
and
d ut
util
ilit
ities. If the presence of disturbing
ies.
sounds
sound s (see 4.3.2.2)
4.3.2.2) is suspe
suspected
cted from buildin
building
g lations
lation s or measu
measureme
rements
nts of rever
reverberat
beration
ion times
services and other utilities, a more thorough analy- shall be rounded to the nearest 0.1 s and shall be
sis of the acoustic environment may be required within the tolerance limits of 4.7 (4) of the perfor-
using appropriate signal analysis equipment famil- mance requirements in table 1.
iar to an exper
experienced
ienced observer.
observer.
E4.2
E4.2 Re
Reve
verb
rber
erati
ation
on tim
time
e by ca
calc
lcula
ulatio
tion
n
E3.8 Ver
E3.8 erif
ifyi
ying
ng co
conf
nfor
orma
manc
nce
e to ba
back
ckgr
grou
ound
nd
nois
noise
e lim
limits
its The dimensions of the room shall be measured
and the enclosing volume calculated. The dimen-
E3.8.1
E3.8 .1 St
Stea
eady
dy ba
backckgr
grou
ound
nd no
nois e. For the cus-
ise. sions of the sound-absorbing surfaces on the ceil-
tomary listening area in the learning space, con-
formance
cookies to enable to thesite
essential requirements of this standard is ing and
areas walls shall
calculated forbe measured
each differentand the
type of surface
sound-
verified for steady background noise when the fol-
functionality, as well as marketing, absorbing surface.
lowing conditions are satisfied.
The total sound-absorbing area in the room shall
may change your settings
• The 30-sec
30- at ond-av
any-avera
second time
erage
ge A-w
A-weig
eighte
htedd sou
sound
nd
be determined by means of equation (C.2) in an-
el atsettings.
level
lev each
eac h mea
measur
sureme
ement
nt loc
locati
ationon doe
does s not
exce
ex ceed
ed th
the
e co
corrrres
espo
pond
ndin
ing
g lim
limit
it spspec
ecifi
ified
ed in nex C wit
with
h app
approp
ropria
riate
te est
estima
imates
tes for the sound
table 1, within the tolerance of 4.7 (1); and absorption
absor ption coefficients
coefficients for the variou
various
s sound
sound-ab-
-ab-
sorbing
sorbing surfaces.
surfaces. A residu
residual
al sound-absorbin
sound-absorbing g area
Privacy Policy• The 30- 30-sec
second
ond-av
-avera
erage
ge C-w
C-weig
eightehted
d sou
sound
nd shall be computed according to C2.1 in annex C to
level at the key measurement location does not accoun
acc ountt for abs
absorp
orptio
tionn by fur
furnis
nishin
hings
gs and un-
Marketing
exceed
excee d the corre
correspond
sponding
ing 30-se
30-second-
cond-avera
average
ge treated surfaces. A default value for this residual
A-weighted sound level by more than the limit
Personalization absorption shall be 15% of the floor area for un-
specified in 4.3.2.1.
Analytics carpeted rooms or 20% for carpeted rooms. Sound
E3.8
E3 .8.2
.2 Un
Unste
stead
adyy ba
back
ckgr
grou
ound nd no
noise
ise fr
from
om tr
tran
ans-
s- absorp
abs orptio
tion
n pro
provid
vided
ed by occoccupa
upants
nts of the roo
roomm
Savepo
port
rtat
atio
ion
n nonois
ise
e so
Accept sour
urce
All s. Confo
ces. Conformanc
rmance e is veri- shall be ignored. The reverberation time shall be
fied if the oneone-ho
-hour-
ur-ave
averag
rage e A-w
A-weig
eighte
hted
d sou
sound
nd calculated for each frequency by the Sabine equa-
level and the A-weighted,
A-weighted, SLOW time-weighted
time-weighted tion (e.g. - see equation (C.1) in annex C).
16:15:49

ANSI S12.60-2002
E4.2
E4 .2.1
.1 So
Soun
und d ab
abso
sorp
rpti
tion
on co
coefeffic
ficie
ient
ntss us
used
ed fo forr their noise prevents acquisition of valid measure-
To calculate the reverberation time,
calculations. To
calculations. ments of reverberation
reverberation times. All soft materials that
best estimates of the sound absorption coefficients are not a permanent part of the learning space
for the as-
as-ins
instal
talled
led aco
acoust
ustic
ic mat
materi
erials
als sha
shallll be (such as loose clothing and art supplies) shall be
used. These coefficients (see NOTE) shall be ob- removed from the room. The learning space shall
tained from: be otherwise furnished in the normal manner with
chairs, tables, shelves, or cabinets. All windows,
a) the acous
acoustical
tical mate
materials
rials contr
contractor
actor,, accom
accompa-
pa- doors, and cabinets shall be closed. No more than
nied by the certification that they were obtained in two per
person
sons
s sha
shallll be pre
presen
sentt dur
during
ing the actual
actual
accordance with ASTM C423 (see C2.1 in annex measurements.
C) or,
No adjustments shall be made to any reverbera-
tion time measurements to account for the added
b) published results obtained in accordance with
absorption
absor ption of any furnishings
furnishings of any sort that were
ASTM C423 for nominally identical materials and
not present in the room at the time of the measure-
mounting configurations, (see bibliography)
ments.
If possible, allowance should be made for acous-
tically
tically signifi
significant
cant diff
differenc
erences
es betwe
between
en the teste
tested
d E5 Veri
erifyi
fying
ng air
airbor
borne
ne an
and
d str
struc
uctur
tureb
eborn
orne
e
and as-installed mounting configuration. noise
noise isol
isolatio
ation
n
NOTE Manufacturers do not commonly provide the E5.1
E5.1 Ai
Airb
rbor
orne
ne no
noise
ise iso
isolat
lation
ion
octave
octav e band sound absorption
absorption coeffic
coefficient
ients
s neede
neededd
for thi
this
s sta
standa
ndard.
rd. The val
values
ues rep
report
orted
ed are usu
usuall
ally
y When required, tests for conformance to airborne
those measured for one-third octave bands centered noise isolation requirements in table 2 shall be per-
at these octav
octave
e frequ
frequencie
encies.
s. If desired, sound ab- form
formed
ed in acacco
cord
rdan
ance
ce wit
with
h th
the
e pr
proc
oced
edur
ures
es of
sorption coefficients over the full octave band may be
ASTM E336 [E7] and ASTM E413 [E9] for deter-
estimated by arithmetically averaging available one-
mining the Noise Isolation Class (NIC) as an ap-
third octave band values at 400, 500, and 630 Hz for
the 500 Hz octave band, at 800, 1000 and 1250 Hz
proximation to the sound transmission class (STC)
for the 1000 Hz octave band, and at 1650, 2000, and rating of a structural element. If there are no sig-
2500 Hz for the 2000 Hz octave band. nificant flanking sound-transmission paths and all
sound leaks have been well sealed
sealed,, the NIC rating
When such reasonable data or estimates of the is usu
usuall
ally
y equ
equal
al to, or sli
slight
ghtly
ly gre
greate
aterr tha
than,
n, the
sound
sound abs
absorp
orptio
tion
n coe
coeffic
fficien
ients
ts are not ava
availab
ilable
le STC rating determined by field tests for assem-
then verification of reverberation time shall only be blies that separate two enclosed learning spaces.
done using the measurement method in E4.3.
The same ASTM test procedures also should be
used to demonstrate conformance with the STC
E4.3
E4 .3 Re
Reve
verb
rber
erati
ation
on ti
time
me by mea
measusure
reme
ment
nt ratings recommended in table 3 for receiving an-
cookies to enable essentialofsite cillary learning spaces. All sound transmitted from
Measurements reverberation times shall be per- the source room to the receiving room shall be
formed by, or under the supervision of, a person considered to be transmitted through the separat-
personalization, and
experienced
exper analytics.
ienced in perfYou
performin
ormingg such measu
measureme
rements.
nts. ing partition. Engineering
Engineering judgm
judgment
ent shall be ap-
may changeThe your settings at any time
measurements shall follow procedures in con- plied in the interpretation of measured NIC ratings;
or accept the
formance settings.
default with, or equivalent to, those specified for guidance for this judgment is provided in ASTM
field tests in ASTM E336 [E7] or in Appendix X2 of E336. The measured NIC ratings shall be within
ASTM C423 [E8]. The recommended sound signal the tolerance limits of 4.7 (2) of the STC design
Privacy Policy
is ran
random
dom noise wit with
h a ban
bandwi
dwidth
dth extendin
extendingg at requirements in table 2 and design recommenda-
least from 315 Hz to 3150 Hz. tions in table 3.
Marketing
Reverberat
Rever beration
ion times shall be measured at least at
Personalization
the key location noted in E3.6 for each learning E5.2 Structu
Structureborne „ impact… noi
reborne noise
se isol
isolatio
ation
n
space where reverberation times are to be mea-
Analytics When required, tests for conformance to structure-
sured.
borne
borne or imp
impact
act noi
noise
se iso
isolat
lation
ion req
requir
uireme
ements
nts in
SaveBefor
Beforee measu
measuring
ring rever
Accept reverberat
All beration
ion times
times,, all HV
HVAC
AC 4.5.6 shall be performed in accordance with the
fans and other noise-generating equipment, such testing procedures for determination of the Field
as instructional equipment, should be turned off if Impact Insulation Class (FIIC) as defined in ASTM
16:15:49

ANSI S12.60-2002
E1007 [E10] for floor-ceiling assemblies separat- The report shall name the persons performing the
ing occupied spaces from learning spaces below. validation tests or calculations and the name of the
All sound transmitted from the source room to the person who prepared the report.
receiv
rec eiving
ing roo
room
m bel
below
ow sha
shallll be con
consid
sidere
ered
d to be
transmitted through the floor-ceiling assemblies. E7 Bibl
Bibliogr
iography
aphy
E5.3
E5.3 So
Soun
und
d le
leak
akag
age
e pa
path
ths
s [E1] ASTM C919-98, Standard Practice for Use of
Tests for airborne and structureborne noise isola- Sealants

Sealan ts in Aco
Acoust
ustica
icall App
Applica
licatio
tions
ns [W
[Web
eb sit
site
e -
http://www.astm.org].
tion shall not be attempted until all sound leakage
paths and gaps have been eliminated by caulking [E2] IEC 61672-1, Electroacoustics — Sound level
and sealing in accor
accordance
dance with the recommended
recommended meters — Part 1: Specifications. [Web site - http://
practice in ASTM C919 [E1]. www.iec.ch]
[E3] ANS
[E3] ANSII S1.
S1.43-
43-199
19977 (R 200
2002),
2), America
Americann Na-
E6 Tes
estt re
repo
port
rt
tional Standard Specification for Integrating-Aver-
A test report shall document the results of all tests agin
ag ing
g So
Soun
undd Le
Leve
vell Me
Mete
ters
rs [W
[Web
eb si
site
te - ht
http
tp:/
://
/
or calculations carried out in conformance with the asa.aip.org].
procedures of E3 to E5 of this annex. The report [E4] ANSI S1.4-1983 (R 2001), American National
shall reference
reference this stand
standard
ard and the applicable Standard Specification for Sound Level Meters.
clauses of this annex. The report shall describe
describe the
instru
instrumen
ments
ts use
used
d and the
their
ir dat
dates
es of cal
calibr
ibrati
ation
on [E5] IEC 60942: 1997, Electroacoustics — Sound
calibrators. (Including IEC 60942-am1:2000.)
when applicable.
all measured dataThe
andreport shall include
the results tables of
of all analyses. [E6] ANS
[E6] ANSII S1.
S1.40-
40-198
1984
4 (R 200
2001),
1), America
American
n Na-
Draw
Dr awing
ings
s sh
shal
alll be in
incl
clud
uded
ed to shshow
ow ththe
e it
item
emss tionall Stand
tiona Standard
ard Specifi
Specificatio
cation
n for Acoustical
Acoustical Cali-
noted in E3.3 and E3.6. To support validation of brators.
the reverberation time by calculations, the report
shall also include the types, locations, and areas of [E7] AST
[E7] ASTMM E33
E336-9
6-97,
7, Sta
Standa
ndard
rd Test Met
Method
hod for
permanent
perm anently
ly instal
installed
led sound
sound-abso
-absorbing
rbing mater
material
ial Measur
Mea sureme
ement
nt of Air
Airbor
borne
ne Sou
Sound
nd Ins
Insula
ulatio
tion
n in
and their mounting methods. Buildings.
The report shall state whether the learning space [E8] ASTM C423-00, Test Method for Sound Ab-
does or does not conform to the requirements of sorption and Sound Absorption Coefficients by the
this
thi s sta
standa
ndard rd and sha
shallll ide
identi
ntify
fy the app
applica
licable
ble Reverberation Room Method.
clause
cla use(s)
(s).. If the space doe doess not conform
conform to the
[E9] ASTM E413-87 (1999), Standard Classifica-
requirements of this standard, the report may in-
tions for Rating Sound Insulation.
clude, if requested, recommendations for modifi-
This websitecations
storestodataachieve compliance. These recommen-
such as [E10] ASTM E1007-97, Standard Test Method for
cookies to enable essential site pr
dati
da tion
ons
s shou
sh ould
ld be prep
epar ared
ed or apappr
prov
oved
ed by a Field Meas
Measureme
urement
nt of Tapping Machine Impa Impact
ct
person
perso
functionality, n exper
as well experience
ienced
d in the applicable acoustical
as marketing, acoustical Sound Tra
Transmis
nsmission
sion Throu
Through
gh Floor-
Floor-Ceiling
Ceiling and
technology.
personalization, and analytics. You Associated Support Structures.
Ann
nne
ex F
(Informative)
Privacy Policy
Pote
Potent
ntia
iall co
confl
nflic
icts
ts be
betw
twee
een n th
the
e ac
acou
oust
stic
ical
al re
requ
quir
irem
emen
entsts of th
this
is st
stananda
dard
rd an
and
d in
indo
door
or ai
airr
Marketing quality „IAQ… and mu
multi
ltiple
ple ch
chem
emica
icall se
sensi
nsitivity „MCS…
tivity
Personalization
Analytics
F1 Int
Introd
roduct
uction
ion caused some schools to remove all porous mate-
Save Accept All rials from the classrooms and, in some cases, from
Concerns about indoor air quality (IAQ) and mul- the ventilation supply ducts, thus potentially com-
tipl
tiple
e ch
chem
emic
ical
al se
sens
nsit
itivi
ivity
ty (M
(MCS
CS)) isissu
sues
es ha
have
ve promising
prom ising the benefit
benefits
s for classrooms
classrooms that used
16:15:49

ANSI S12.60-2002
these acoustical materials. However, according to To reduce the potential for mold growth in HVAC
avai
av aila
labl
ble
e li
lite
tera
ratu
ture
re an
and
d ot
othe
herr so
sour
urce
cess su
such
ch system
systems,
s, goo
good
d des
design
ign,, ins
instal
tallat
lation
ion and mai
mainte
nte--
asthose listed below, there is little or no conflict nance practices should be employed in order to
between the applications of this standard for class- keep filters and sound-attenuating materials clean
room acoustics and IAQ and MCS issues when the and dry. This practice should include cleaning and
proper
pro per mat
materi
erials
als are use
used
d and pro
proper
perly
ly mai
main-
n- period
periodica
ically
lly rep
replac
lacing
ing or disdiscar
cardin
ding
g ten
tennis
nis bal
balll
tained. Nevertheless, the concerns need to be ad- halves that are frequently used on chair legs to
dressed. from
erences This annex provides
government a bibliography
organizations, of ref-
industry minimize shuffling noise. Limited tests have shown
that these tennis ball halves develop an active fun-
associations, and other organizations that offer rel- gal gro
growth
wth.. The alt
altern
ernati
ative
ve met
method
hod for qui
quieti
eting
ng
evant information. shuffling
shuffl ing noise with neoprene chair leg tips should
Educational facility planners and architectural de- be encouraged.
signers
signer s should objectively
objectively invest
investigate
igate any ques-
tions
tions and concerns
concerns about IAQ and MCS iss issues
ues F2 Bibl
Bibliogr
iograph
aphy
y
that they may have relative to the acoustical de-
sign concepts presented in this standard. [F1] Carpet & Rug Institute, [Web site - http://ww-
Many materials employed to provide the desired w.carpet-rug.com].
acoust
aco ustica
icall env
enviro
ironme
nments
nts by mea
means
ns of ef
effec
fectiv
tive
e [F2] Un
[F2] Unit
ited
ed St
Stat
ates
es En
Envi
viro
ronm
nmen
enta
tall Prot
Protec
ecti
tion
on
nois
no ise
e co
cont
ntro
roll ar
aree po
poro
rous
us or fib
fibro
rous
us in na
natu
ture
re.. Agency (EPA).
Therefore, certain considerations such as material
composition, potential out-gassing, and appropri- a) IA
IAQ
Q Too
ools
ls fo
forr Sc
Scho
hool
ols,
s, [W
[Webeb si
site
te - ht
http
tp:/
://
/
ate operating and maintenance strategies need to www.epa.gov/iaq/schools/tfs/building.html].
be addressed in the decision-making process rela- b) IAQ in Schools, [Web site - http://
tive to the types of materials proposed for acous- www.epa.gov/iaq/schools/index.html].
tical purposes.
c) A GuGuid
ide
e to In
Indo
door
or Ai
Airr Qu
Qual
alit
ity
y, [W
[Web
eb si
site
te
If acoustical materials are considered to be inap-
- http://www.epa.gov/iaq/pubs/insidest.h
http://www.epa.gov/iaq/pubs/insidest.html].
tml].
propriate under certain conditions, alternative ma-
terials, strategies, or applications should be em- [F3] Ameri
American
can Indoor Air Quality Council,
Council, [Web site
ployed to ensur
ensuree confo
conforman
rmance
ce to the acoustical
acoustical - http://iaqcouncil.org].
requirements of this standard.
[F4] Nor
[F4] Northth Ame
Americ
rican
an Ins
Insula
ulatio
tionn Man
Manufa
ufactu
cturer
rers
s
In som
some e cas
cases
es a manmanageagemen
mentt com
commit
mitmen
mentt wil
willl Association (NAIMA), [Web site - http://www.naima.org].
need to be made to ensure that materials selected
and used in a facility will be maintained in an ap- [F5] American
American Societ
Society
y of Heatin
Heating,
g, Refrig
Refrigerati
eration,
on,
propriate manner, as recommended by the manu- Air-Conditioning Engineers (ASHRAE), [Web site
facturer or other governing bodies, under opera- - http://ashrae.org].
This website stores
tional
tiona dataions
l condit suchafter
conditions as construction
construction of the facil
facility
ity..
For example,
cookies to enable in site
essential hot and humid climates a facility [F6] California Interagency Working Group on IAQ,
Department of Health Services, [Web site - http://
functionality, as well as marketing, ventilated or other recom-
should be adequately
www.cal-iaq.org].
mended
personalization, and measures should be taken at all times to
analytics. You
may changeensure prevention
your settings at anystrategies
time involving the poten- [F7] En
[F7] Envir
viron
onme
ment
ntal
al Bu
Builildi
ding
ng Ne
News
ws.. [W
[Web
eb si
site
te
tial for mold growth.
or accept the default settings. - http://www
http://www.ebuild.com].
.ebuild.com].
Privacy Policy Ann

nne
ex G
(Informative)
Marketing
Caut
Cautio
iona
nary
ry re
rema
mark
rks
s on usin
using
g su
supp
pple
leme
ment
ntal
al de
desc
scri
ript
ptor
ors
s fo
forr ev
eval
alua
uati
ting
ng no
nois
ise
e in
Personalization
clas
classr
sroo
ooms
ms an
and
d ot
othe
herr le
lear
arni
ning
ng sp
spac
aces
es
Analytics
G1 Intr
Introduc
oduction
tion sess background noise or speech intelligibility in
Save Accept All enclosed spaces, especially when low-frequency
There are at least three noise descriptors, other content is a major concern. However, applying the
than A-weighted sound levels, that are used to as- descriptors discussed below requires determining
16:15:49

ANSI S12.60-2002
the frequency spectrum of the noise – a refine- G3 Ba

Bala
lanc
nced
ed No
Nois
ise
e Cr
Crit
iter
eria
ia Ra
Rating „NCB…
ting
ment that is beyond the scope of this standard and
is not recommended. The balanced noise criteria (NCB) rating [G2] are
also
also bas
based
ed on sim
simila
ilarr con
contou
tours
rs of oct
octave
ave-ba
-band
nd
A-weighted and C-weig
A-weighted C-weighted
hted sound levels are con- sound pressure levels. The contours for the NCB
sidered adequate descriptors for purposes of this descriptor extend to lower frequencies than do the
standard to evaluate the acoustical environment in contours for the NC descriptor.
learning spaces. The difference, measured in 56
classrooms
class rooms,, betwe
betweenen the A-wei
A-weighted
ghted time-
time-aver-
aver- G4 Ro
Room
om Cr
Crit
iter
eria
ia Ra
Rating „RC…
ting
age sound level of steady background noise and
The ro
The room
om crcrit
iter
eria
ia (R
(RC)
C) ra
rati
ting
ng [G
[G3]
3] is re
reco
com-
m-
the corresponding value of any of the three de-
mended
mende d by ASHRAE for evaluating background
background
scriptors noted below varied from 2 dB to 24 dB
noise from HVAC systems and other mechanical
depending on the location of the learning space in
equi
eq uipm
pmen
entt by ususe
e of co
cont
ntou
ours
rs of oc
octa
tave
ve-b
-ban
and
d
the U.S. and whether the HVAC system was oper-
sound pressure levels. These contours are similar
ating. Thus,
ating. Thus, none of these supplemental descrip-
to those for the NC and NCB descriptors but have
tors should be employed for judging conformance
lower allowable sound levels at very low and very
to this standard .
high frequencies.
G2 No
Nois
ise
e Cr
Crit
iter
eria
ia Ra
Rating „NC…
ting G5 Bibl
Bibliogr
iography
aphy
The noise criteria (NC) rating, in common use by [G1] L.L. Beranek and I. L. Ver, Noise and Vibra-
architects and consultants for acoustical room de- tion Control Engineering, Wiley, NY (1992).
sign, is based on contours of octave-band sound
pressure levels of the background noise. It is thus [G2] ANS
[G2] ANSII S12
S12.2-
.2-199
19955 (R 199
1999),
9), America
American
n Na-
a measure of the frequency spectrum of this noise tion
tional
al St
Stan
anda
dard
rd Cr
Crit
iter
eria
ia fo
forr Ev
Eval
alua
uati
ting
ng Ro
Room
om
and reflects the change in the sensitivity of human Noise. [Web site - http://asa.aip.org].
hearin
hea ringg as the bac
backgr
kgroun
oundd noi
noise
se lev
level
el cha
change
ngess [G3] ASH
[G3] ASHRAE
RAE Han
Handbo
dbook,
ok, HV
HVAC
AC AppApplic
licati
ations
ons,,
[G1]
[G 1],, es
espe
peci
cial
ally
ly at fr
freq
eque
uenc
ncie
ies
s im
impo
port
rtan
antt fo
forr (American
(Ame rican Society of Heatin
Heating,
g, Refr
Refrigerat
igerating
ing and
speech communication and for annoyance of low- Air-Conditi
Air-Conditioning
oning Engineers,
Atlanta,
ta, GA 30329
frequency sound. (1999). [Web site - http://ashrae.org].

Privacy Policy
Marketing
Personalization
Analytics
Save Accept All

16:15:49

OTHER ACOUSTICAL STANDARDS AVAILABLE FROM THE STANDARDS SECRETARIAT OF

THE ACOUSTICAL SOCIETY OF AMERI
AMERICA
CA
• AS
ASA
A NO
NOIS
ISE
E ST
STDS
DS IN
INDE
DEX
X 3-
3-19
1985 Index to Noise Standards
85 Index S2 ST
STAND
ANDAR
ARDS
DS ON MEC
MECHA
HANI
NICAL
CAL VI
VIBR
BRA
ATI
TION
ON
AND
AN D SH
SHOC
OCK
K
• AN
ANSI
SI S2S2.1
.1-2
-200
0000 ÕISO 202041
41:1 :1990 Nationall
990 Nationally
y Adop
Adopted
ted Inter
Interna-
na-
tional Standard Vibrational and Shock Vocabulary
S1 ST
STAN
ANDA
DARD
RDS
S ON AC
ACOU
OUST
STICS
ICS
• AN
ANSI
SI S2
S2.2
.2-1
-1959 „R 20
959 200 01… American National Standard Meth-
• ANS
ANSII S1.
S1.1-1 994 „ R 19
1-1994 199999… American National Standard Acous- ods for the Calibration of Shock and Vibration Pickups
tical Terminology • AN
ANSI
SI S2
S2.3
.3-1
-1964 „ R 20
964 20001… American National Standard Speci-
• AN
ANSISI S1
S1.4.4-1
-198
9833 „ R 20 01… American National Standard Speci-
2001 fications for a High-Impact Shock Machine for Electronic Devices
fication for Sound Level Meters • ANS
ANSII S2.
S2.4-1 976 „ R 20
4-1976 200101… American National Standard Method
• ANS
ANSII S1.
S1.4A-
4A-198
1985 5 „ R 200
0011… Amendment to S1.4-1983 for Specifying the Characteristics of Auxiliary Analog Equipment
• AN
ANSISI S1
S1.6.6-1
-198
984 4 „R 2001… Americ
American an Natio
National
nal Stand
Standard
ard Pre- for Shock and Vibration Measurements
ferred Frequencies, Frequency Levels, and Band Numbers for • ANS
ANSII S2.
S2.5-1 962 „R 20
5-1962 200101… American National Standard Recom-
Acoustical Measurements mendations
menda tions for Spec
Specifyin
ifying
g the Perfo
Performanc
rmancee of Vibr
Vibration
ation Ma-
• AN
ANSISI S1
S1.8-
.8-19 89 „ R 20
1989 20001… American National Standard Refer- chines
ence Quantities for Acoustical Levels • ANS
ANSII S2.
S2.7-1 982 „ R 20
7-1982 200101… American National Standard Balanc-
• AN
ANSISI S1
S1.9
.9-1-199
9966 „ R 2001… American National Standard Instru- ing Terminology
ments for the Measurement of Sound Intensity
• AN
ANSI
SI S2
S2.8
.8-1
-1972 „R 20
972 200101… American National Standard Guide
• ANS
NSII S1S1.1.10
0-1
-19966 „R 2001… Americ Americanan Natio
National
nal Stand
Standard
ard for Describing the Characteristics of Resilient Mountings
Method for the Calibration of Microphones
• ANS
ANSII S1.
S1.1111-19 86 „ R 19
-1986 98… American National Standard Speci-
1998 • ANS
ANSII S2.
S2.9-1 976 „R 20
9-1976 01… American National Standard Nomen-
2001
clature for Specifying Damping Properties of Materials
fication
ficati on for Octav
Octave-Ba
e-Band nd and Frac Fractional
tional-Octa
-Octave-B
ve-Band
and Analo
Analog g
• ANS
ANSII S2.1
S2.10-1 971 „ R 20
0-1971 01… American National Standard Meth-
2001
and Digital Filters
ods for Analysis and Presentation of Shock and Vibration Data
• ANS
ANSII S1.
S1.13-
13-199
1995 5 „ R 1999999… American National Standard Mea-
• ANS
ANSII S2.
S2.111-1 969 „ R 20
1-1969 01… American National Standard for the
2001
surement of Sound Pressure Levels in Air
Selection
Sele ction of Calib
Calibratio
rations
ns and Tests for Elect
Electrical
rical Transducers
Transducers
• AN
ANSISI S1
S1.1.14-
4-19
1998
98 American National Standard Recommenda-
used for Measuring Shock and Vibration
tions for Specifying and Testing the Susceptibility of Acoustical
Instru
Ins trumen
mentsts to Rad Radiat iated
ed RadRadio-io-fre
freque
quency
ncy Ele
Electr
ctroma
omagne
gnetic
tic • ANS
ANSII S2.
S2.13-
13-199
1996
6 ÕPa
Partrt 1 „ R 2001… American National Standard
2001
Fields, 25 MHz to 1 GHz Mech
Me chan
anic
ical
al ViVibr
brat
atio
ion
n of No Non-
n-Re
Reci
cipr
proc
ocat
atin
ing
g Ma Mach
chin
ines
es—
—
Measurements on Rotating Shafts and Evaluation—Part 1: Gen-
• ANS
ANSII S1.
S1.15-
15-199
1997 7 ÕPa
Partrt 1 „R 2001… American National Standard
eral Guidelines
Measurement Microphones, Part 1: Specifications for Laboratory
Standard Microphones • ANS
ANSII S2.1
S2.14-1 973 „ R 20
2001
• ANS
ANSII S1.
S1.16-
16-200
2000 0 American National Standard Method for Mea- ods for Specifying the Performance of Shock Machines
suring the Performance of Noise Discriminating and Noise Can- • ANS
ANSII S2.
S2.15-
15-197 2 „ R 20
1972 01… American National Standard Speci-
2001
celing Microphones fication for the Design, Construction, and Operation of Class HI
• AN
ANSISI S1
S1.1.17-
7-20
200000 ÕPart 1 Americ
American an Natio
National
nal Stand
Standard
ard Micro
Micro-- (High-Impact) Shock-Testing Machine for Lightweight Equipment
• ANS
ANSII S2.
S2.16-
16-199 7 „ R 20
1997 200101… American National Standard Vibra-
This website
phonestores data such as1: Measurements and Specification of
Windscreens—Part
cookies toInser
Insertion
tion Loss
enable in Still or
essential siteSlightly
Sligh tly Moving Air tory Noise Measurements and Acceptance Criteria of Shipboard
Equipment
• ANS
NSII S1S1.1.18-
8-19 99 American
1999 American Natio National
nal Stand
Standard
ard Templat
emplate e
Method as marketing,
for Ground Impedance • ANS
ANSII S2.1
S2.17-1 980 „ R 20
7-1980 01… American National Standard Tech-
200
personalization,
• AN
ANSI and
SI S1
S1.2.20-analytics.
0-19 88 „R 19You
1988 98… American National Standard Pro- niques of Machinery Vibration Measurement
may change yourforsettings
cedures Calibration at of
any time
Underwater Electroacoustic Transduc- • AN
ANSI
SI S2
S2.1
.19-
9-19 99 American
1999 American Natio
National
nal Stand
Standard
ard Mecha
Mechanical
nical
ers Vibration– Balance Quality Requirements of Rigid Rotors, Part 1:
• ANS
ANSII S1.
S1.22-
22-199
1992 2 „R 20 02… American National Standard Scales
2002 Determination of Permissible Residual Unbalance, Including Ma-
and Sizes for Frequency Characteristics and Polar Diagrams in rine Applications
Acoustics • ANS
ANSII S2.2
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0-1983 01… American National Standard for Es-
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• AN
ANSISI S1
S1.2
.24 4 TR
TR-2-200
002 2 ANSI Technical Report Bubble Detection timating Airblast Characteristics for Single Point Explosions
Explosions in Air,
and Cavitation Monitoring With a Guide to Evaluation of Atmospheric Propagation and Ef-
Marketing
• ANS
ANSII S1.2
S1.25-1 991 „ R 20
5-1991 02… American National Standard Speci-
2002 fects
fication for Personal Noise Dosimeters (Revision of ANSI S1.25- • AN
ANSI
SI S2
S2.2
.21-
1-19 98 Americ
1998 American
an Natio
National
nal Stand
Standard
ard Method for
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• ANS
NSII S1S1.2.26
6-1
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National
nal Stand
Standard
ard surements
Analytics
Method for the Calculation of the Absorption of Sound by the • AN
ANSI
SI S2
S2.2
.22-
2-19 98 American
1998 American Natio
National
nal Stan
Standard
dard Reso
Resonance
nance
Atmosphere Method
Metho d for Measu
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ring Dynamic Mechanical
Mechanical Prop
Propertie
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• ANS
ANSII S1.4
S1.40-1 Accept
0-1984
984 „ R 20 All
2001
01… American National Standard Speci-
fication for Acoustical Calibrators
coelastic Materials
• AN
ANSI
SI S2
S2.2
.23-
3-19
1998
98 American National Standard Single Cantile-
• AN
ANSI
SI S1
S1.4
.42-
2-2001 America
2001 American
n Nation
National
al Stan
Standard
dard Desig
Design
n Re- ver Beam Method for Measuring the Dynamic Mechanical Prop-
sponse of Weighting Networks for Acoustical Measurements erties of Viscoelastic Materials
• ANS
NSII S1
S1.4
.43
3-1997 „R 2002… Americ
-19 American
an Natio
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nal Stand
Standard
ard • AN
ANSI
SI S2
S2.2
.24-
4-2001 American National Standard Graphical Pre-
2001
Specifications for Integrating-Averaging Sound Level Meters sentation of the Complex Modulus of Viscoelastic Materials
16:15:49

• AN
ANSISI S2
S2.2.25-
5-20 01 American
2001 American National Standard Guide for the • ANS
ANSII S3.1
S3.18-1979 „ R 19
8-1979 99… American National Standard Guide
1999
Measuremen
Measu rement, t, Repor
Reporting,
ting, and Evalu
Evaluation
ation,, of Hull and Supe
Super-
r- for the Evaluation of Human Exposure to Whole-Body Vibration
structure Vibration in Ships • AN
ANSISI S3
S3.2
.20-
0-19 95 „ R 19
1995 99… American National Standard Bioa-
1999
• AN
ANSISI S2
S2.2.26-
6-20 01 American National Standard Vibration Test-
2001 coustical Terminology
ing Requirements and Acceptance Criteria for Shipboard Equip- • AN
ANSISI S3
S3.2
.21-
1-1
197
9788 „R 1997… Americ
American
an Nation
National
al Stand
Standard
ard
ment Method for Manual Pure-Tone Threshold Audiometry
• ANS
NSII S2S2.3
.31
1-1 979 „R 2001… Americ
-19 Americanan Natio
National
nal Stand
Standard
ard • ANS
ANSII S3.
S3.22-
22-199
19966 American National Standard Specification of
Method for the Experimental Determination of Mechanical Mobil-
ity. Part I: Basic Definitions and Transducers Hearing
• ANS Aid25-198
ANSII S3. Characteristics
S3.25- 19899 „ R 19 99… American National Standard for an
1999
• ANS
ANSII S2.
S2.32-
32-198
19822 „ R 20 01… American National Standard Meth-
2001 Occluded Ear Simulator
ods for the Experimental Determination of Mechanical Mobility. • ANS
ANSII S3.2
S3.29-1 983 „ R 20
9-1983 01… American National Standard Guide
2001
Part II: Measurements Using Single-Point Translation Excitation to the Evaluation
Evaluation of Human Expo Exposure
sure to Vibr
Vibration
ation in Build
Buildings
ings
• ANS
ANSII S2.
S2.34-
34-198
1984 4 „ R 20 01… American National Standard Guide
2001 • AN
ANSISI S3
S3.3
.32-
2-19 82 „R 1999… American National Standard Me-
1982
to the Experimental Determination of Rotation Mobility Properties chanical Vibration and Shock Affecting Man—Vocabulary
and the Complete Mobility Matrix • ANS
ANSII S3.
S3.34-
34-198
19866 „ R 1997… American National Standard Guide
1997
• AN
ANSISI S2
S2.3.38-
8-19 82 „R 20
1982 01… American National Standard Field
2001 for the Measurement and Evaluation of Human Exposure to Vi-
Balancing Equipment—Description and Evaluation bration Transmitted to the Hand
• AN
ANSISI S2
S2.4.40-
1984 • ANS
ANSII S3.3
S3.35-1 985 „ R 19
1997
chanical
chan ical Vibr
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ation of Rotat
Rotating
ing and Recip
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rocating
ing Mach
Machinery
inery—
— ods of Measurement of Performance Characteristics of Hearing
Requirements for Instruments for Measuring Vibration Severity Aids Under Simulated in-situ
Simulated in-situ Working
Working Conditions
• AN
ANSISI S2
S2.4.41-
1985 • ANS
ANSII S3.
S3.36-
36-198
19855 „ R 2001… American National Standard Speci-
2001
chanic
cha nical
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Range from 10 to 200 rev/s—Measurement and Evaluation of surements
Vibration Severity in
Severity in situ
• AN
ANSISI S3
S3.3
.37-
7-19 87 „R 2002… American National Standard Pre-
1987
• AN
ANSISI S2
S2.4.42-
2-19 82 „R 2001… American National Standard Pro-
1982
ferred Earhook Nozzle Thread for Postauricular Hearing Aids
cedures for Balancing Flexible Rotors • ANS
ANSII S3.
S3.39-
39-198
19877 „ R 2002… American National Standard Speci-
2002
• ANS
ANSII S2.
S2.43-
43-198
19844 „ R 20 01… American National Standard Crite-
2001
fications for Instruments to Measure Aural Acoustic Impedance
ria for Evaluating Flexible Rotor Balance
and Admittance (Aural Acoustic Immittance)
• ANS
ANSII S2.
S2.45-
45-198
19833 „ R 2000011… American National Standard Elec-
• ANS
ANSII S3.
S3.40-
40-198
19899 „ R 19 99… American National Standard Guide
1999
trodynamic Test
Test Equipment for Generating Vibration—Methods
for the Measurement and Evaluation of Gloves Which are Used
of Describing Equipment Characteristics
to Reduce Exposure to Vibration Transmitted to the Hand
• ANS
ANSII S2.
S2.46-
46-198
19899 „ R 20 01… American National Standard Char-
2001
• AN
ANSISI S3
S3.4
.41-
1-19 90 „R 2001… Americ
1990 American
an Natio
National
nal Stand
Standard
ard Au-
acteristics to be Specified for Seismic Transducers
dible Emergency Evacuation Signal
• ANS
ANSII S2.
S2.47-
47-199
19900 „ R 20 01… American National Standard Vibra-
2001
• AN
ANSISI S3
S3.4
.42-
2-19 92 „R 20
1992 20002… American National Standard Test-
tion of Buildings—Guidelines for the Measurement of Vibrations
ing Hearing Aids with a Broad-Band Noise Signal
and Evaluation of Their Effects on Buildings
• AN
ANSISI S3.
S3.44-
44-199
19966 „ R 2001… American National Standard Deter-
2001
• ANS
ANSII S2.4
S2.48-1 993 „R 20
8-1993 01… American National Standard Servo-
2001
mination
minat ion of Occu
Occupation
pationalal Nois
Noisee Expo
Exposure
sure and Estim
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ation of
Hydraulic Test Equipment for Generating Vibration—Methods of
Noise-Induced Hearing Impairment
Describing Characteristics
• ANS
ANSII S2.
S2.58-
58-198
19833 „ R 20 01… American National Standard Auxil-
2001 • AN
ANSISI S3.
S3.45-
45-199
19999 American National Standard Procedures for
iary Tables for Vibr
Vibration
ation Gener
Generators
ators—Metho
—Methods
ds of Desc
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ribing
g Testing Basic Vestibular Function
Equipment Characteristics • AN
ANSISI S3.
S3.46-
46-199
19977 „ R 2002… American National Standard Meth-
ods of Measurement of Real-Ear Performance Characteristics of
This website
• AN stores
ANSISI S2
S2.6 data
.60-
0-19 87such
1987 as
„ R 20 01… American National Standard Bal-
ancing Machines—Enclosures
cookies to enable essential site and Other Safety Measures Hearing Aids
• ANS
ANSII S2.
S2.61-
61-198
19899 „ R 20 01… American National Standard Guide
2001
to the Mechanical Mounting of Accelerometers
may change your settings at any time S12
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2001
• AN
ANSI
SI S3
S3.1
.1-1
-199
999
9 Americ
American
an Natio
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nal Stand
Standard
ard Maxim
Maximum
um Per- lines for the Preparation of Standard Procedures for the Deter-
missible Ambient Noise Levels for Audiometric Test Rooms mination of Noise Emission from Sources
• ANS
ANSII S3.
S3.2-1 989 „ R 19
2-1989 99… American National Standard Method
1999 • ANS
ANSII S12
S12.2-
.2-199
19955 „ R 19
19999… American National Standard Crite-
Privacy Policy ria for Evaluating Room Noise
for Measuring the Intelligibility of Speech Over Communication
Systems • ANS
ANSII S12
S12.3-
.3-198
19855 „ R 2001… American National Standard Statis-
2001
Marketing
• AN
ANSI
SI S3
S3.4
.4-1
-198
9800 „ R 1997… American National Standard Proce-
1997 tical Methods for Determining and Verifying Stated Noise Emis-
dure for the Computation of Loudness of Noise sion Values of Machinery and Equipment
Personalization
• AN
ANSI
SI S3
S3.5
.5-1
-199 7 „R 2002… American National Standard Meth-
997 • AN
ANSISI S1
S12.
2.5-
5-19 90 „R 1997… Americ
1990 American
an Nation
National
al Stand
Standard
ard Re-
ods for Calculation of the Speech Intelligibility Index quirements
quire ments for the Perfo
Performanc
rmance e and Calib
Calibratio
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n of Refer
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ence
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• AN
ANSI
SI S3
S3.6
.6-1
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9966 American National Standard Specification for Sound Sources
Audiometers • AN
ANSISI S1
S12.
2.6-
6-19
1997 American National Standard Method for the
97 American
Save
• ANS
ANSII S3.
S3.7-1 Accept
7-1995
995 „ R 19 99All
1999 … American National Standard Method Measurement of the Real-Ear Attenuation of Hearing Protectors
for Coupler Calibration of Earphones (Revision of ANSI S12.6-1984)
• AN
ANSI
SI S3
S3.1
.13-
1987 • ANS
ANSII S12
S12.7-
.7-1986 „ R 19
1986 98… American National Standard Meth-
1998
chanical Coupler for Measurement of Bone Vibrators ods for Measurements of Impulse Noise
• AN
ANSI
SI S3
S3.1
.14-
4-19 77 „R 1997… American
1977 American Nation
National
al Stand
Standard
ard for • ANS
ANSII S12
S12.8-
.8-1998 American National Standard Methods for De-
1998
Rating Noise with Respect to Speech Interference termining the Insertion Loss of Outdoor Noise Barriers
16:15:49

• ANS
ANSII S12
S12.9-
.9-198
19888 ÕPart 1 „ R 19
Part 98… American National Standard
1998 • AN
ANSI
SI S1
S12.
2.18
18-1-199
9944 „ R 1999… American National Standard Pro-
1999
Quantities and Procedures for Description and Measurement of cedures for Outdoor Measurement of Sound Pressure Level
Environmental Sound, Part 1 • ANS
NSII S1
S12
2.1
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9-1 996 „R 2001… American
-19 American Nation
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al Stand
Standard
ard
• ANS
ANSII S12
S12.9-
.9-199
19922 ÕPart 2 „ R 19
1998 Measurement of Occupational Noise Exposure
Quantities and Procedures for Description and Measurement of • ANS
NSII S1
S12
2.2
.23
3-1 989 „R 2001… American
-19 American Nation
National
al Stand
Standard
ard
Outdoor Environmental Sound, Part 2: Measurement of Long- Method for the Designation of Sound Power Emitted by Machin-
Term, Wide-Area Sound ery and Equipment
• ANS
ANSII S12
S12.9-
.9-199
19933 ÕPart 3 „ R 19
1998 • AN
ANSI
SI S1
S12.
2.30
30-1
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9900 „R 1997… American
American Natio
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nal Stand
Standard
ard
Quantities and Procedures for Description and Measurement of Guidelines for the Use of Sound Power Standards and for the
Environmental Sound, Part 3: Short-Term Measurements with an Preparation of Noise Test Codes (Revision of ANSI S1.30-1979)
Observer Present • ANS
ANSII S12
S12.31
.31-19 90 „ R 200
-1990 1… American National Standard Pre-
001
• ANS
ANSII S12
S12.9-
.9-199
19966 ÕPart 4 „ R 20
2001 cision Methods for the Determination of Sound Power Levels of
Quantities and Procedures for Description and Measurement of Broad-Band Noise Sources in Reverberation Rooms (Revision of
Environmental Sound, Part 4: Noise Assessment and Prediction ANSI S1.31-1980)
of Long-Term Community Response • ANS
ANSII S12
S12.32
.32-19 90 „ R 200
001
• AN
ANSISI S1
S12.
2.9-
9-191998
98 ÕPart 5 American National Standard Quanti- cision Methods for the Determination of Sound Power Levels of
ties
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Soundnd Lev
Level
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Descri
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Determination of Compatible Land Use • ANS
ANSII S12
S12.33
.33-19 90 „R 19
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199
• AN
ANSISI S1
S12.
2.9-
9-20 00 ÕPart 6 American National Standard Quanti-
2000 gineering Methods for the Determination of Sound Power Levels
ties
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ementnt of of Noise Sources in a Special Reverberation Test Room (Revi-
Environmental Sound, Part 6: Methods for Estimation of Awak- sion of ANSI S1.33-1982)
enings Associated with Aircraft Noise Events Heard in Homes • ANS
ANSII S12
S12.34
.34-19 88 „ R 19
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1997
• ANS
ANSII S12
S12.10
.10-19 85 „R 19
-1985 199797… American National Standard Meth- gineering Methods for the Determination of Sound Power Levels
ods for the Measurement and Designation of Noise Emitted by of Noise Sources
Sources for Essentially
Essentially Free-Field
Free-Field Condi
Conditions
tions over a
Computer and Busi
Computer Business
ness Equipment
Equipment (Rev(Revision
ision of ANSI S1.29- Reflecting Plane (Revision of ANSI S1.34-1980)
1979) • ANS
ANSII S12
S12.35
.35-1990 „ R 200
001
• ANS
ANSII S12
S12.1
.11-1 987 „R 19
1997 cision Methods for the Determination of Sound Power Levels of
ods for the Measurement of Noise Emitted by Small Air-Moving Noise Sources in Anechoic and Semi-Anechoic Rooms
Rooms (Revision
Devices of ANSI S1.35-1979)
• ANS
ANSII S12
S12.12
.12-19 92 „ R 199
-1992 9977… American National Standard En- • ANS
ANSII S12
S12.36
.36-1990 „ R 199
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997
gineering Method for the Determination of Sound Power Levels vey Methods for the Determination of Sound Power Levels of
of Noise Sources Using Sound Intensity Noise Sources (Revision of ANSI S1.36-1979)
• ANS
ANSII S12
S12.14
.14-19 92 „R 19
-1992 97… American National Standard Meth-
1997 • AN
ANSI
SI S1
S12.4
2.42-
2-1995 „R 1999… American National Standard Mi-
1995
ods for the Field Measurement of the Sound Output of Audible crophone-in-Real-Ear and Acoustic Test Fixture Methods for the
Public Warning Devices Installed at Fixed Locations Outdoors Measurement of Insertion Loss of Circumaural Hearing Protec-
• AN
ANSI
SI S1
S12.
2.15
15-1-199
9922 „R 1997… American National Standard for tion Devices
Acoustics—Portable Electric Power Tools, Stationary and Fixed • AN
ANSI
SI S1
S12.
2.43
43-1
-1997 American
997 American National Stand
Standard
ard Metho
Methods
ds for
Electric
Electric Tools, and Garde Gardening
ning Appli
Appliance
ances—Mea
s—Measure
surement
ment of Measurement of Sound Emitted by Machinery and Equipment at
Sound Emitted Workstations and Other Specified Positions
• AN
ANSI
SI S1S12.
2.16
16-1-1992 „R 1997… American
992 American Natio
National
nal Stand
Standard
ard • AN
ANSI
SI S1
S12.
2.44
44-1
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997 American National Stand
Standard
ard Metho
Methods
ds for
Guidelines for the Specification of Noise of New Machinery Calculation of Sound Emitted by Machinery and Equipment at
This website stores
• ANS
ANSI I S12 data
S12.17
.17-19
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96 „ R 2as
001… American National Standard Im- Workstations and Other Specified Positions from Sound Power
cookies to enable essential site Environmental Noise Assessment
pulse Sound Propagation for Level
NAIS NATION
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ANSI
SI S1
S12.
2.53
53 Õ1-1999 ÕISO 374
3743-1
3-1:19 94 Acoustics—Determin-
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ation of sound power levels of noise sources—Engineering meth-
S2 NA
NAIS
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DARD
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ANSI
SI S1
S12.
2.53
53 Õ2-1999 ÕISO 374
3743-2
3-2:19 94 Acoustics—Determin-
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NSII S2
S2.1
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rooms
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ANSI
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3744
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• AN
ANSI
SI S3
S3.1
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8-20
2002
02 ÕISO 263
2631-1
1-1:1997 Mechanical vibration and
:1997 of sound power levels of noise sources using sound pressure—
Save
shock—EvaluationAccept All
of human exposure to whole-body vibration— Engineering method in an essentially free field over a reflecting
Part 1: General requirements plane
• ANS
ANSII S3.4
S3.40-2
0-2002
002 ÕISO 108
10819:
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19966 Mechanic
Mechanicalal vibra
vibration
tion and • AN
ANSI
SI S1
S12.
2.56
56-1-199
999
9 ÕISO 37
3746
46:1
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9955 Acoustics—Determination
shock—Hand-arm vibration—Method for the measurement and of sound power levels of noise sources using sound pressure—
evaluation of the vibration transmissibility of gloves at the palm of Survey method using an enveloping measurement surface over
the hand a reflecting plane
16:15:49

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STANDA
STANDARDS
RDS SECRET
SECRETARIAT
ARIAT
ACOU
ACOUST
STICA
ICAL
L SOC
SOCIE
IETY
TY OF AME
AMERI
RICA
CA
The Standards Publication Program of the Acoustical Society of America (ASA) is

the responsibility of the ASA Committee on Standards (ASACOS) and the ASA
Standards Secretariat, headed by its Standards Manager.
The Acoustical Society of America provides the Secretariat for four Accredited
Standards Committees of the American National Standards Institute (ANSI): S1 on
Acoustics, S2 on Mechanical Vibration and Shock, S3 on Bioacoustics, and S12
on Noise.
These four Accredited Standards Committees also provide the United States input
to vario
various
us inter
internatio
national
nal comm
committee
ittees
s (IEC and ISO). Standards
Standards Comm
Committee
ittees
s S1
Acoust
Aco ustics
ics and S3 Bio
Bioaco
acoust
ustics
ics pro
provid
vide
e the Uni
United
ted Sta
States
tes inp
input
ut to ISO
ISO/TC
/TC 43
Acoustics, and IEC/TC 29 Electroacoustics, as the Technical Advisory Groups.
S12 on Noise serves as the U.S. Technical Advisory Group for ISO/TC 43/SC1
Noise.
Noi se. S3 is the U.S. TecTechni
hnical
cal Adv
Adviso
isory
ry Gro
Group
up for ISO/TC
ISO/TC 108 108/SC
/SC44 Hum
Human
an
Exposure to Mechanical Vibration and Shock. S2 serves as the U.S. Technical
Advisory Group for ISO/TC 108, Mechanical Vibration and Shock; ISO/TC 108/
SC1, Balancing, including Balancing Machines, ISO/TC 108/SC2 Measurement
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AMERICAN NATIONAL STANDARD

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AMERICAN NATIONAL STANDARD

Approved 26 June 2002

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Each of the accredited Standards Committees, operating in accordance with pro-

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Abbot Laboratories........................................... D. Walton

Larson-Davis, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L. Davis

Individual Experts of Accredited Standards Committee S12, Noise, were:

P.K. Baade K.M. Eldred A.H. Marsh W.R. Thornton

Working Group S12-42, Classroom Acoustics, which assisted Accredited Stan-

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AMERICAN NATIONAL STANDARD ANSI S12.60-2002

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Learning spacea) Maximum one-hour Maximum reverberation time

Core learning space with enclosed 35 0.6

volumes  566 m3 (20 000 ft3)

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4.2 and 4.3 apply to unoccupied facilities. How- To lim

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 15 dB will always be achieved if the background learning.

Environmental Behavior, 7, 517-528 (1975). [A14] P. Ries, ‘‘Prevalence and characteristics of

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Table D.2 — Corre

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