©00-0410/CSV/EVN Edu 2000 Sound in educational premises Good acoustics are important in improving...
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Transcript of ©00-0410/CSV/EVN Edu 2000 Sound in educational premises Good acoustics are important in improving...
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Sound in educational premises
Good acoustics are importantin improving
the educational environment
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Ecophon
A company with 30 years of experience in how to create a good acoustic
environment for educational premises
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The ability to concentrate is importantin order to achieve maximum efficiency
in the educational process
Concentration
Energy
Wrongtemperature
Lack of mental balance
Disturbing sound
Bad light
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Classroom conditions:
- The reverberation time is too long
- Too much background noise
If you hear properly life becomes easier
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It is usually the teacher who judgesspeech intelligibility!
But what is the opinion of the pupils?
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Poor Sound EnvironmentLong Reverberation Time
+ High Background Noise Level
= Poor Speech Intelligibility
Teachers• Stress and strain• Voice and throat
problems• Headaches
• Days off sick
Pupils• Lose interest and
concentration• Cannot hear what the teacher says
Working Environment
Learning Environment
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Absorption classes - EN ISO 11654 p Practical absorption factor
Absorption class A
Absorption class B
Absorption class C
Absorption class D
Absorption class E
Unclassified
1,0
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125 250 500 1000 2000 4000Frequency Hz
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Over 70 teaching spaces investigated during three yearsPrimary schools
Schools containing hearing impaired children
The schools covered a range of styles, ages and locations
Classrooms with and without acoustic ceilings
MeasuredSound pressure levels
Reverberation times
Speech intelligibility
- STI
- %ALcons
- WIPI
Classroom environment survey
Research projectHeriot-Watt University, EdinburghDepartment of Building Engineering and Surveying
(D.J. MacKenzie, R.J.M. Craik and S. Airey)
Classroom acoustics
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Sound Pressure Level - Teacher Talking
Decibel Untreated classroomsTreated classrooms
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S. Airey
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Sound Pressure Level- Pupils Quiet
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S. Airey
Untreated classroomsTreated classrooms
Decibel
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Sound Pressure Level- Pupils Talking
Untreated classroomsTreated classrooms
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S. Airey
Decibel
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Results - Sound Pressure Levels- Rathmore Primary School
Untreated Treated classrooms classrooms Comments
Pupils quiet 42 dB(A) 39 dB(A) Decrease of sound propagation (3 dB)
Pupils talking 74 dB(A) 64 dB(A) Decrease of sound propagation (3 dB)and noise generation (7 dB)
Teacher talking 58 dB(A) 52 dB(A) Teacher using lower voice level
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S. Airey
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Results Reverberation Time
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S. Airey
Reverberationtime, s Untreated and empty
Untreated and occupiedTreated and emptyTreated and occupied
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Results Speech Intelligibility - STISpeech Transmission Index
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S. Airey
Untreated Treated
0,50 0,70
STI Response Scale
0 - 0,30 Bad0,30 - 0,45 Poor0,45 - 0,60 Fair0,60 - 0,75 Good0,75 - 1,00 Excellent
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Results Speech Intelligibility - % ALcons
(Percentage Articulation Loss of Consonants)
Untreated Treated
13,7% 4,6%(Average percentage articulation loss of consonants
for all of the classrooms tested in the projects)
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S.Airey
Recommended %ALcon scale
>15% Not acceptable except for very simple or well known messages15-10% Acceptable for general messages of low complexity10-5% Good<5% Excellent
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Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S.Airey
Table 1: % Alcons values for a classroom (before and after Ecophon Acoustic treatment)
Location % Alcons %Alcons Comment(within class room) (before treatment) (after treatment) (acceptable value - 5%)
1 9.5 4.0 Improvement 2 9.4 3.0 Improvement 3 6.6 7.3 Slight increase 4 4.7 2.3 Improvement 5 74.4 3.4 Improvement 6 11.2 3.4 Improvement 7 10.2 5.0 Improvement 8 14.6 4.0 Improvement 9 13.7 10.5 Improvement10 99.0 4.4 Improvement11 7.9 4.1 Improvement12 12.6 2.8 Improvement13 100.0 3.7 Improvement14 6.7 3.9 Improvement15 100.0 3.7 Improvement16 7.1 6.4 Improvement17 79.5 5.6 Improvement18 87.0 5.3 Improvement19 100.0 8.1 Improvement20 92.0 13.2 Improvement21 11.5 3.4 Improvement22 12.7 5.3 Improvement23 8.9 2.7 Improvement24 5.9 3.9 Improvement
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Results Speech Intelligibility: WIPI
Ring Wing King Swing String Spring
Untreated Treated
Control 96.7% 97.5%
Quiet classroom 94.2% 97.5%
Pupils working 57.2% 67.0%
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S.Airey
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Summary
Classrooms treated with acoustic ceilings
•Background noise level reduced
•Reverberation time reduced
•Improved speech intelligibility
•Creates a greater ease of communication and increased performance
•Pupils’ attitudes and behaviour changed
•Working and learning environments improved
Heriot-Watt University, Edinburgh; Classroom Acoustics; D. MacKenzie/S. Airey
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9 different absorption cases9 different absorption cases
Listeners tests on a scientific level
Listeners tests on a scientific level
Two test groups:- With normal hearing- With slightly impaired hearing
Two test groups:- With normal hearing- With slightly impaired hearing
To statistically secure a ranking
To statistically secure a ranking
Lund University, Listening test, P. Hammer/E. Nilsson
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Ranking list
Ceiling 7 = Class A (+) absorber + sound absorbing notice boardon the back wall
Ceiling 8 = Class A absorber + sound absorbing notice boardon the back wall
Ceiling 9 = Class A absorber
Ceiling 6 = Class B absorber
Ceiling 2 = Class C absorber
Ceiling 1 = Class C absorber
Ceiling 3 = Class D absorber
Ceiling 4 = Class D absorber
Ceiling 5 = Class E absorber
Lund University, Listening test, P. Hammer/E. Nilsson
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Conclusion
Listener’s choice
Class A absorbersin the whole ceiling
Lund University, Listening test, P. Hammer/E. Nilsson
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Recommendation in classrooms
Ecophon Master
Wall absorber Super G
Master Alpha
Master Gamma
In classrooms longer than 9 m- absorber onthe back wall
The whole ceilingcovered by soundabsorbers class A
A reflector forthe comfort of
the lecturer
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Ecophon Master
Akutex®-T surface which meansUnique sound absorption properties
High light reflection (84%) and light diffusion (87%)
Cleaning: Wet cleaning
Surface Absorption class
Master alpha AMaster beta C Master gamma E
Master A, t kh 200 mm
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Who can enjoy their food when the noise level
has reached 85 decibels?
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Music rooms have special
requirements and demand acoustic
analysis
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- Acoustic ceilings -
Fire safety
Light efficiency
Accessibility
Cleanability
Handling mechanical
strength
Loading
Environmental impact
Acoustics
Moisture resistance
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Nordic SwanThe products fulfil the Nordic
environmental demands during the totallife time - from production to re-usage
Glass recycling70% of the core material in
Ecophon products contains ofrecycled glass containers
REPAEcophon is a member of REPA, who
administrates the recycling of packingmaterial from sites
Dansk Indeklima MaerkningThe products fulfil the best class, 10 days,
regarding degassing single substances to dropbelow threshold levels
RecyclingThe oxymelt process, is a
melting process that recycles old products
Swedish Asthma and Allergy Association
Ecophon products have been examined and are recommended
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Summary
A good acoustic performance is one of the conditions
necessary to improve the educational environment
• gives the listener a fair chance
• increased efficiency in the learning process
• less fatigue, stress and strain
• less frustration
• increased sense of well-being
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Literature referencesAudiology. Magazine, France.
“Effect of Sound-Absorbing Treatment on Speech Discrimination in Rooms.” No 29, 1990. Eeva Pekkarinen, Vesa Viljanen.
Community noise.
Environmental Health Criteria Document. WHO. 1993
Ear & Hearing. Magazine, USA.
“Speech Recognition in Noise by Children with Minimal of Degrees of Senorineural Hearing Loss.” 0196/0202/93; 1993. Carl C Crandell.
L’Acoustique des Loceaux Scolaires.
A French investigation regarding acoustics in schools. 1994
Noise/News International.
Magazine, USA. “Effects of Noise on People.” June, 1993. Henning E von Gierke, Kenneth Mck Elred
Classroom Acoustics.
A research report (1999). Heriot-Watt University, Edinburgh. Department of Building Engineering and Surveying. David J. Mackenzie & Sharon Airey
Listening Test
Lund University/Lund Institute of Technology. Department of Engineering Acoustics. Erling Nilsson & Per Hammer