Professional Documents
Culture Documents
ACOUSTIC DESIGN
OF SCHOOLS
A DESIGN GUIDE
BUILDING BULLETIN 93
Acoustic Design of
Schools
Acknowledgements
DfES would like to thank the following:
Editors:
Bridget Shield, London South Bank University
Carl Hopkins, BRE Acoustics, Building Research Establishment Ltd (BRE)
Principal authors:
Carl Hopkins & Robin Hall, BRE Acoustics, Building Research Establishment Ltd (BRE)
Adrian James, Adrian James Acoustics, Norwich
Raf Orlowski & Sam Wise, Arup Acoustics
David Canning, City University
ISBN 0 11 271105 7
Contents
Page
Introduction 1
Page
3.1 Roofs 27
3.1.1 Rain noise
3.2 External walls 28
3.3 Ventilation 28
3.3.1 Ventilators
3.4 External windows 30
3.5 External doors 31
Page
4.8 Assembly halls, auditoria and lecture theatres 55
4.8.1 Room geometry
4.8.2 Sound reinforcement
4.9 Open-plan teaching and learning areas 58
4.10 Practical spaces 59
4.10.1 Design and Technology spaces
4.10.2 Art rooms
4.10.3 Floor finishes in practical spaces
4.11 Drama rooms 60
4.12 Multi-purpose halls 61
4.13 Other large spaces 62
4.14 Dining areas 62
References
Page
6.8.3 Personal soundfield systems
6.8.4 Infra red technology
6.8.5 Induction loop systems
6.8.6 Audio-visual equipment
6.8.7 Other assistive devices
6.9 Special teaching accommodation 87
6.10 Beyond the classroom 89
References
Appendices 159
Bibliography 203
The constructional standards for acoustics • Many activities, such as music and
for new school buildings, as given in design technology lessons, can be noisy
Section 1 of this document, are required and will cause problems if there is
to be achieved under the Building inadequate sound insulation between
Regulations. This represents a significant areas for these activities and those
tightening of the regulation of acoustic requiring quieter conditions.
design in schools, to reflect a general Poor acoustic conditions in the
recognition, supported by research, that classroom increase the strain on teachers’
teaching and learning are acoustically voices as most teachers find it difficult to
demanding activities. In particular, there cope with high noise levels. This often
is a consensus that low ambient noise leads to voice problems due to prolonged
levels are required, particularly in view of use of the voice and the need to shout to
the requirements of the Special keep control. Recent surveys in the UK
Educational Needs and Disability Act and elsewhere show that teachers form a
20011 for integration of children with disproportionate percentage of voice clinic 1. Now incorporated as
special needs in mainstream schools. patients. Section IV of the Disability
Unfortunately, a large number of Discrimination Act[1]
Historically, there have been a number
classrooms in the UK currently suffer of factors preventing good acoustic design
from poor acoustics. The most serious and this Building Bulletin addresses these
acoustic problems are due to noise issues.
transfer between rooms and/or excessive • Before 2003, Part E of the Building
reverberation in rooms. There are many Regulations did not apply to schools. It
reasons for the poor acoustics, for example: now includes schools within its scope.
• The acoustics of the stock of old • Although the constructional standards
Victorian schools are often unsuitable for for schools previously quoted Building
modern teaching methods. Bulletin 87[2] as the standard for
• Modern constructions do not always acoustics in schools, many designers were
provide adequate sound insulation and unaware of the requirements of BB87 and
may need special treatment. the standards were rarely enforced. These
• Open plan, or semi-open plan layouts, standards have been updated to reflect
designed to accommodate a number of current research and the relevant
different activities, are areas where requirements of the Disability
background noise and sound intrusion Discrimination Act, and are included in
often cause problems. the compliance section, Section 1, of this
• The acoustics of multi-purpose rooms, bulletin.
such as halls, have to be suitable for a • The pressure on finances has meant in
variety of activities, for example music the past that acoustics came low on the
(which requires a long reverberation list of design priorities. The acoustic
time) and speech (which requires shorter design will now have a higher priority as it
reverberation times). will be subject to building control
1
Introduction
approval procedures.
• There has been little guidance available
in the past on how to achieve the right
balance of acoustics in the complex and
dynamic environment of a school.
Architects and designers have had a
difficult time finding information to make
design easy and, in particular, to help
them choose the correct target values of
appropriate parameters.
Overall, Building Bulletin 93
recommends a structured approach to
acoustic design at each stage of the
planning and design process, as shown in
the table below.
A structured approach to acoustic design at each stage of the planning and design process
Detailed Design ■ Determine appropriate noise levels and reverberation times for the various
activities and room types
■ Consider the special educational needs of the pupils
■ Consider the design of music, drama and other specialist spaces separately from that of
normal classrooms as the design criteria are very different.
■ Provide the necessary façade sound insulation whilst providing adequate ventilation,
particularly in the case of spaces such as classrooms and science laboratories which require
high ventilation rates
■ Architectural/acoustic zoning: plan the disposition of 'quiet' and 'noisy' spaces, separating
them wherever possible by distance, external areas or neutral 'buffer' spaces such as
storerooms or corridors
■ Consider sound insulation separately from other aspects of room acoustics using walls, floors
and partitions to provide adequate sound insulation
■ Design the acoustics of the rooms by considering their volume and shape, and the
acoustic properties of their surfaces
■ Specify the acoustic performance of doors, windows and ventilation openings
■ Specify any amplification systems
Building Control Approval ■ Submit plans, including specific details of the acoustic design, for approval by
Building Control Body
2
Introduction
3
Introduction
the tables in Section 1 are required for 1995[1], as amended by the Special
compliance with Part E for all teaching Educational Needs and Disability Act
and learning spaces. Part E of the 2001, places a duty on all schools and
Building Regulations is not intended to LEAs to plan to increase over time the
cover the acoustic conditions in accessibility of schools for disabled pupils
administration and ancillary spaces not used and to implement their plans. Schools and
for teaching and learning except in as far as LEAs are required to provide:
they affect conditions in neighbouring • increased access for disabled pupils to
teaching and learning spaces. Therefore the school curriculum. This covers
consideration needs to be given to teaching and learning and the wider
adjoining areas, such as corridors, which curriculum of the school such as after-
might have doors, ventilators, or glazing school clubs, leisure and cultural
separating them from a teaching or activities.
learning space. The performance standards • improved access to the physical
given in the tables for administration and environment of schools, including
ancillary spaces are for guidance only. physical aids to assist education. This
Rooms used for nursery and includes acoustic improvements and aids
adult/community education within school for hearing impaired pupils.
complexes are also covered by Part E. Part When alterations affect the acoustics of
E does not apply to nursery schools which a space then improvement of the acoustics
are not part of a school, sixth form colleges to promote better access for children with
which have not been established as schools, special needs, including hearing
and Universities or Colleges of Further impairments, should be considered.
and Higher Education2. However, many Approved Document M: 1999 – Access
of the acoustic specifications are desirable and facilities for disabled people, in
and can be used as a guide to the design support of the Building Regulations[4]
of these buildings. The standards are includes requirements for access for
particularly appropriate for nursery children with special needs. See also BS
schools as figures are quoted for nursery 8300: 2001 Design of buildings and their
spaces within primary schools. approaches to meet the needs of disabled
The Disability Discrimination Act people[5].
2. Part E of the Building Regulations quotes the definition of school given in Section 4 of the
1996 Education Act. In the case of sixth form colleges Section 4 of the 1996 Act should be read
in conjunction with Section 2 of the same Act, in particular subsections (2), (2A) and (4) which
deal with the definition of secondary education.
If a sixth form college is established as a school under the 1998 School Standards and
Framework Act then it will be classed as a school under Section 4 of the 1996 Education Act and
Part E of the Building Regulations on acoustics will apply. Only one sixth form college has been
established in this way up until now.
Therefore, most sixth form colleges are institutions in the Further Education sector and not
schools, and Part E of the Building Regulations will not apply.
In the case of a new sixth form college it will be necessary to contact the LEA to enquire if the
sixth form college has been established as a school or as an Institute of Further Education.
4
Introduction
5
Introduction
References
[1] Disability Discrimination Act (1995) Part IV
www.hmso.gov.uk
[2] Building Bulletin 87, Guidelines for
Environmental Design in Schools
(Revision of Design Note 17),
The Stationery Office, 1997.
ISBN 011 271013 1. (Now superseded by
2003 version of BB87, which excludes
acoustics, and is available on
www.teachernet.gov.uk/energy)
[3] Approved Document E – Resistance to the
passage of sound. Stationery Office, 2003.
ISBN 0 11 753 642 3.
www.odpm.gov.uk
[4] Approved Document M:1999 Access and
facilities for disabled people, in support of the
Building Regulations, Stationery Office, 1999
ISBN 0 11 753469. To be replaced shortly by
Approved Document M, Access to and use of
buildings.
www.odpm.gov.uk
[5] BS 8300: 2001 Design of buildings and
their approaches to meet the needs of disabled
people, Code of Practice.
[6] PPG 24, Planning Policy Guidance: Planning
and Noise, Department of the Environment, The
Stationery Office, September 1994. To be
replaced by revised Planning Policy documents.
6
This file contains notes on the following revisions to Section 1 of
Building Bulletin 93.
1. Table 1.1 of Section 1 of BB93 has been amended: The noise tolerance of
Music small practice/group rooms has been changed from very low to low.
This will make the construction of walls to these rooms much more practical.
The revision of 12/6/03 changed this to read: “If a room is naturally ventilated,
the ventilators or windows should be assumed to be open as required to
provide adequate ventilation for normal operating conditions.”
This last change is complicated and its implications are discussed in the
following pages.
BB93 Section 1 was published on the DfES website in March 2003 and came
into effect on 1st. July 2003. The revised Building Bulletin 87 was published
on the DfES website www.teachernet.gov.uk/energy on 23rd May 2003.
The parts of Building Bulletin 87 relating to Approved Document L2 2002
came into effect immediately whereas parts relating to Approved Document F
1995 will not come into mandatory effect until Approved Document F is
revised. The revision of Approved Document F is expected to happen during
2004.
Table 2 of AD F quotes figures for the size of vents required for occupiable
rooms which includes classrooms:
an area of 1/20th of the floor area is required for rapid ventilation (eg opening
windows); and
an area of 400mm2 per square metre of floor area is required for background
ventilation.
Table 2 does not consider whether the background vents provide single sided
ventilation or cross ventilation nor is any mention made of the use of stack
ventilation. If the openings are all at high level, as suggested in Diagram 4,
the effect of the background ventilation alone (in the absence of passive stack
chimneys or cross ventilation) would be limited to the wind effect and any
infiltration into the space. The effect of this background ventilation might be
enough to allow the dilution of water vapour and some background off gassing
of volatile organic compounds. Hence the use of the term background
ventilation in Approved Document F is consistent with the usual use of the
term to mean the ventilation that should be provided when the building is
unoccupied. This background ventilation rate will not be sufficient when the
spaces are occupied.
The ventilation rates required when the spaces in a school are occupied are
given in The Education (School Premises) Regulations 1999, which states:
“(1). All occupied areas in a school building shall have controllable ventilation
at a minimum rate of 3 litres of fresh air per second for each of the maximum
number of persons the area will accommodate.
(2). All teaching accommodation, medical examination or treatment rooms,
sick rooms, isolation rooms, sleeping and living accommodation shall also be
capable of being ventilated at a minimum rate of 8 litres of fresh air per
second for each of the usual number of people in those areas when such
areas are occupied.”
The ventilation design of new schools should comply with the School
Premises Regulations, whichever of the two alternative design approaches
regarding background ventilation quoted in Approved Document F is used.
The simple use of trickle ventilators as proposed in Table 2, unless combined
with a cross ventilation or passive stack ventilation strategy, will not provide
an adequate minimum ventilation rate for a classroom when occupied.
BB93 does not define background ventilation. Hence it has been taken by
some designers to mean the background ventilation as defined in Approved
Document F, Table 2. This is not a great problem if the outside noise levels
are low. But in most urban schools as well as a large proportion of rural
locations the external noise levels are such that if the windows are opened to
provide 3l/s/person or higher ventilation rates the indoor ambient noise levels
quoted in BB93 and now enforced by Building Regulations would be
exceeded.
4. For new build projects, including PFI projects, clients are urged to include
specific references in their project specifications to:
a. Section 1.1.1 of Building Bulletin 93 for the acoustic design of the building
envelope;
b. Section 3 of Building Bulletin 87 for the design of the ventilation system and
sizing of ventilation openings; and
The project specification should also define the required sound insulation of
the building envelope as being that required when the ventilators or windows
are open as designed for normal operating conditions during occupied
periods.
Top down balanced flue type ventilation systems have been used successfully
as have acoustically attenuated perimeter inlets with central passive stacks.
Where natural ventilation alone has insufficient driving force a hybrid solution
should be considered before adopting a mechanical ventilation system.
1. Section 1.1 now clarifies the status of the notes accompanying Tables
1.1, 1.2, 1.3 and 1.5. This is to make it clear that the notes are good
practice guidance, but will not be enforced under the Building
Regulations.
2. Note 2 on Table 1.1 no longer refers to the use of masking noise. The
previous version of the note was incompatible with the performance
standards for indoor ambient noise levels.
3. Tables 1.1, 1.4, 1.5 have re-classified ‘Metalwork/woodwork
classrooms, resource/light craft and practical work’ as ‘Design and
Technology’ and ‘Art rooms’ using the following two sub-categories for
Design and Technology: ‘Resistant materials, CADCAM areas’ and
‘Electronics/control, textiles, food, graphics, design/resource areas’.
This is to ensure compatibility with future DfES guidance on these
spaces.
4. Table 1.1 has re-classified the ancillary space, ‘Toilets’ as ‘Average’
activity noise to ensure that the sound insulation classification is
appropriate.
5. Table 1.5 has a new note, Note 3, giving guidance on retractable
seating in assembly halls, multi-purpose halls, lecture rooms and music
performance/recital rooms.
6. Section 1.2 now refers to a sample submission to a Building Control
Body in Appendix 10 of BB93.
7. Section 1.2.1 has been renamed ‘Alternative performance standards’
and has been rewritten to specify the information that should be
provided to the Building Control Body when alternative performance
standards are to be used for particular educational, environmental or
health and safety reasons.
8. Section 1.3.3 guidance on indoor ambient noise level testing in
naturally ventilated rooms has been changed from requiring
‘background’ to ‘adequate’ ventilation so that it is aligned with the
performance standards in Section 1.1.1.
SECTION
Specification of acoustic performance
7
1 Specification of acoustic performance
8
Specification of acoustic performance 1
Type of room Room classification for the purpose of Upper limit for the
airborne sound insulation in Table 1.2 indoor ambient
noise level
Activity noise Noise tolerance LAeq,30min (dB)
(Source room) (Receiving room)
Nursery school playrooms High Low 351
Nursery school quiet rooms Low Low 351
Primary school: classrooms, class bases, general
teaching areas, small group rooms Average Low 351
Secondary school: classrooms, general teaching areas,
seminar rooms, tutorial rooms, language laboratories Average Low 351
Open-plan2
Teaching areas Average Medium 401
Resource areas Average Medium 401
Music
Music classroom Very high Low 351
Small practice/group room Very high Low 351
Ensemble room Very high Very low 301
Performance/recital room Very high Very low 301
Recording studio3 Very high Very low 301
Control room for recording High Low 351
Lecture rooms
Small (fewer than 50 people) Average Low 351
Large (more than 50 people) Average Very low 301
Classrooms designed specifically for use by hearing
impaired students (including speech therapy rooms) Average Very low 301
Study room (individual study, withdrawal, remedial
work, teacher preparation) Low Low 351
Libraries
Quiet study areas Low Low 351
Resource areas Average Medium 40
Science laboratories Average Medium 40
Drama studios High Very low 301
Design and Technology
• Resistant materials, CADCAM areas High High 40
• Electronics/control, textiles, food,
graphics, design/resource areas Average Medium 40
Art rooms Average Medium 40
Assembly halls4, multi-purpose halls4 (drama, PE,
audio/visual presentations, assembly, occasional music) High Low 351
Audio-visual, video conference rooms Average Low 351
Atria, circulation spaces used by students Average Medium 45
Indoor sports hall High Medium 40
Dance studio High Medium 40
Gymnasium High Medium 40
Swimming pool High High 50
Interviewing/counselling rooms, medical rooms Low Low 351
Dining rooms High High 45
Ancillary spaces Kitchens* High High 50
Offices*, staff rooms* Average Medium 40
Corridors*, stairwells* Average - High High 45
Coats and changing areas* High High 45
Toilets* Average High 50
* Part E of Schedule 1 to the Building Regulations 2000 (as amended by Table 1.1: Performance standards
SI 2002/2871) applies to teaching and learning spaces and is not intended to cover for indoor ambient noise levels - upper
administration and ancillary spaces (see under Scope in the Introduction). For these limits for the indoor ambient noise
level, LAeq,30min
areas the performance standards are for guidance only.
9
1 Specification of acoustic performance
Table 1.2: Performance Minimum DnT (Tmf,max),w (dB) Activity noise in source room (see Table 1.1)
standards for airborne
sound insulation between Low Average High Very high
spaces - minimum weighted
BB93 standardized level
difference, DnT (Tmf,max),w High 30 35 45 55
in receiving room
Noise tolerance
Low 40 45 55 55
Very low 45 50 55 60
this noise is considered in the design of LAeq,30min, likely to occur during normal
lightweight roofs and roof lights as it can teaching hours. The levels due to external
significantly increase the indoor ambient sources will depend on weather
noise level (see the design guidance in conditions (eg wind direction) and local
Section 3.1.1). It is intended that a activities. High noise levels due to
performance standard for rain noise will exceptional events may be disregarded.
be introduced in a future edition of The indoor ambient noise levels in
BB93. To satisfy this edition of BB93 it Table 1.1 apply to finished but
should be demonstrated to the Building unoccupied and unfurnished spaces.
Control Body that the roof has been Tonal and intermittent noises are
designed to minimise rain noise (see generally more disruptive than other
Section 1.2). types of noise at the same level. Noise
Table 1.1 contains the required upper from plant, machinery and equipment in
limits for the indoor ambient noise levels noise–sensitive rooms should therefore be
for each type of unoccupied space. The constant in nature and should not contain
noise levels in Table 1.1 are specified in any significant tonal or intermittent
terms of LAeq,30min. This is an average characteristics. Noise from building
noise level over 30 minutes, as explained services which is discontinuous, tonal, or
in Appendix 1. The specified levels refer impulsive (ie noise which can be
to the highest equivalent continuous A- distracting) should be reduced to a level at
weighted sound pressure level, least 5 dB below the specified maximum.
10
Specification of acoustic performance 1
In rooms with very low noise tolerance, T is the reverberation time in the
including music rooms, studios and receiving room (s)
rooms used for formal music and drama Tmf,max is the reference reverberation
performance, any audible intermittent time equal to the upper limit of the
noise source of this type is likely to cause reverberation time, Tmf, given in Table
problems and specialist advice should be 1.5 for the type of receiving room. This
sought. reference reverberation time shall be used
for all frequency bands.
1.1.2. Airborne sound insulation The BB93 standardized level
between spaces difference, DnT (Tmf,max),w, is measured
The objective is to attenuate airborne in accordance with BS EN ISO 140-
sound transmitted between spaces 4:1998[1] in octave or one-third octave
through walls and floors. bands, the results are weighted and
Table 1.2 contains the required expressed as a single-number quantity,
minimum airborne sound insulation DnT (Tmf,max),w, in accordance with BS
values between rooms. These values are EN ISO 717-1:1997[2].
defined by the activity noise in the source The prediction and measurement of
room and the noise tolerance in the DnT (Tmf,max),w between two rooms
receiving room. The activity noise and must be carried out in both directions as
noise tolerance for each type of room are its value depends upon the volume of the
given in Table 1.1. The airborne sound receiving room, see the example below.
insulation is quoted in terms of the
weighted BB93 standardized level 1.1.3 Airborne sound insulation
difference, DnT (Tmf,max),w, between two between circulation spaces and other
rooms. spaces used by students
The BB93 standardized level The objective is to attenuate airborne
difference, DnT (Tmf,max), is the level sound transmitted between circulation
difference, in decibels, corresponding to a spaces (eg corridors, stairwells) and other
BB93 reference value of the reverberation spaces used by students.
time in the receiving room: Table 1.3 contains the required
minimum airborne sound insulation for
T
DnT(Tmf,max) = D+10 lg T dB the separating wall construction, any
mf,max
doorset in the wall and any ventilators in
where the wall. The airborne sound insulation
D is the level difference (dB) for walls and doorsets is quoted in terms
Example to determine the performance standards for airborne sound insulation between a music classroom and a
secondary school general teaching area.
From the music classroom (source room) to the general teaching area (receiving room):
Table 1.1 shows that music classrooms have ‘very high’ activity levels and that general teaching areas have ‘low’
tolerance. Table 1.2 shows that at least 55 dB DnT (0.8s),w is required.
From the general teaching area (source room) to the music classroom (receiving room):
Table 1.1 shows that general teaching areas have ‘average’ activity levels and that music classrooms have ‘low’ tolerance.
Table 1.2 shows that at least 45 dB DnT (1.0s),w is required.
In this example the requirement to control noise from the music classroom to the general teaching area is more stringent.
The construction should be designed to achieve at least 55 dB DnT (0.8s),w from the music classroom (source room) to
the general teaching area (receiving room), and at least 45 dB DnT (1.0s),w from the general teaching area (source room)
to the music classroom (receiving room).
11
1 Specification of acoustic performance
Table 1.3: Performance Type of space used by students Minimum Rw (dB) Minimum
standards for airborne
Dn,e,w –10lgN
sound insulation between
circulation spaces and Wall including Doorset1 (dB)
other spaces used by any glazing
students - minimum sound
reduction index, Rw and All spaces except music rooms 40 30 39
minimum Dn,e,w –10lgN
(laboratory measurements}
Music rooms2 45 35 453
12
Specification of acoustic performance 1
in accordance with BS EN ISO 140-
Table 1.4: Performance standards for impact sound insulation of floors -
7:1998[5] in octave or one-third octave maximum weighted BB93 standardized impact sound pressure
bands, the results are weighted and level L′nT (Tmf,max),w
expressed as a single-number quantity,
L′nT (Tmf,max),w, in accordance with Maximum weighted
BS EN ISO 717-2:1997[6]. BB93 standardized
Type of room
impact sound
Impact sound insulation should be (receiving room)
pressure level
designed and measured for floors without L′nT (Tmf,max),w (dB)
a soft covering (eg carpet, foam backed
Nursery school playrooms 65
vinyl) except in the case of concrete
Nursery school quiet rooms 60
structural floor bases where the soft
Primary school: classrooms, class bases,
covering is an integral part of the floor. general teaching areas, small group rooms 60
Secondary school: classrooms, general teaching
1.1.5. Reverberation in teaching and areas, seminar rooms, tutorial rooms,
study spaces language laboratories 60
The objective is to provide suitable Open-plan
reverberation times for (a) clear Teaching areas 60
communication of speech between Resource areas 60
teacher and student, and between Music
students, in teaching and study spaces and Music classroom 55
(b) music teaching and performance. Small practice/group room 55
Ensemble room 55
Table 1.5 contains the required mid-
Performance/recital room 55
frequency reverberation times for rooms
Recording studio 55
which are finished but unoccupied and Control room for recording 55
unfurnished. The reverberation time is Lecture rooms
quoted in terms of the mid-frequency Small (fewer than 50 people) 60
reverberation time, Tmf , the arithmetic Large (more than 50 people) 55
average of the reverberation times in the Classrooms designed specifically for use by hearing
500 Hz, 1 kHz and 2 kHz octave bands. impaired students (including speech therapy rooms) 55
Sound absorption from pinboards and Study room (individual study,
noticeboards can change when they are withdrawal, remedial work,
covered up or painted. Absorption teacher preparation) 60
coefficients for pinboards and noticeboards Libraries 60
Science laboratories 65
used in design calculations should be for
Drama studios 55
fully covered or painted boards, as
Design and Technology
appropriate. If these data are not available • Resistant materials, CADCAM areas 65
then the absorption coefficient for the • Electronics/control, textiles, food,
board area used in the design calculation graphics, design/resource areas 60
should be the absorption coefficient of Art rooms 60
the wall to which the board is attached. Assembly halls, multi-purpose halls
(drama, PE, audio/visual presentations, assembly,
occasional music) 60
Audio-visual, video conference rooms 60
Atria, circulation spaces used by students 65
Indoor sports hall 65
Gymnasium 65
Dance studio 60
Swimming pool 65
Interviewing/counselling rooms, medical rooms 60
* Part E of Schedule 1 to the Building
Dining rooms 65
Regulations 2000 (as amended by
Ancillary spaces Kitchens* 65
SI 2002/2871) applies to teaching and
Offices*, staff rooms* 65
learning spaces and is not intended to cover
Corridors*, stairwells* 65
administration and ancillary spaces (see under
Coats and changing areas* 65
Scope in the Introduction). For these areas the
Toilets* 65
performance standards are for guidance only.
13
1 Specification of acoustic performance
14
Specification of acoustic performance 1
coefficient for the board area used in the
Room type Speech Transmission Index (STI)
design calculation should be the
absorption coefficient of the wall to which
Open-plan teaching and study spaces >0.60
the board is attached.
15
1 Specification of acoustic performance
plan until the performance standard for ventilators between circulation spaces and
speech intelligibility is met. other spaces used by students, and the
Computer prediction software capable appropriate minimum values from
of simulating an impulse response should Table 1.3
be used to create a three-dimensional • the estimated weighted BB93
geometric model of the space, comprising standardized impact sound pressure level,
surfaces with scattering coefficients and L′nT (Tmf,max),w, of floors above spaces
individually assigned absorption and the appropriate maximum values
coefficients for each frequency band. The from Table 1.4
model should allow for the location and • the estimated value of mid frequency
orientation of single and multiple sources reverberation time Tmf in each space and
with user-defined sound power levels and the appropriate range of values from
directivity. (See guidance on computer Table 1.5
prediction models on the DfES acoustics • the proposed absorption treatments in
website www.teachernet.gov.uk/acoustics.) corridors, entrance halls and stairwells
Assumptions to be made in the • for open plan spaces, the estimated
assessment of speech intelligibility are: range of STI values for speech
• for students, when seated, the head communication from teacher to student,
height (for listening or speaking) is 0.8 m student to teacher and student to student.
for nursery schools, 1.0 m for primary The supporting information should
schools and 1.2 m for secondary schools include:
• for students, when standing, the head • construction details and material
height (for listening or speaking) is 1.0 m specifications for the external building
for nursery schools, 1.2 m for primary envelope
schools and 1.65 m for secondary schools • construction details and material
• for teachers, when seated, the head specifications for all wall and floor
height (for listening or speaking) is 1.2 m constructions, including all flanking
• for teachers, when standing, the head details
height (for listening or speaking) is 1.65 m • calculations of the sound insulation
• the background noise level is the overall DnT (Tmf,max),w and L′nT (Tmf,max),w
noise level due to all activities (including • calculations of reverberation times in
teaching and study) in the open-plan space. teaching and study spaces
• calculations of the absorption area to
1.2 Demonstrating compliance to be applied in corridors, entrance halls and
the Building Control Body stairwells
The preferred means of demonstrating • measurements and/or calculations
compliance to the Building Control Body demonstrating how rain noise has been
is to submit a set of plans, construction controlled
details, material specifications, and • sound insulation test reports
calculations, as appropriate for each area (laboratory and/or field)
of the school which is covered by • sound absorption test reports
Requirement E4 of the Building (laboratory)
Regulations. • activity plan and layout for open-plan
The plans should identify: spaces.
• the highest estimate for the indoor An example of a submission to a
ambient noise level, LAeq,30min, in each Building Control Body, with explanatory
space and the appropriate upper limit notes, is contained in Appendix 10.
from Table 1.1
• the estimated weighted BB93 1.2.1 Alternative performance
standardized level difference, standards
DnT (Tmf,max),w, between spaces and the In some circumstances alternative
appropriate minimum value from Table 1.2 performance standards may be
• the proposed values of Rw for partition appropriate for specific areas within
walls and for doors, Dn,e,w –10lgN for individual schools for particular
16
Specification of acoustic performance 1
educational, environmental or health and changes to other parts of the building.
safety reasons. In these cases, the For this reason it is desirable, where
following information should be provided possible, to complete a sample set of
to the Building Control Body: rooms in the school for advance testing.
• a written report by a specialist acoustic
consultant, clearly identifying (a) all areas 1.3.2 Remedial treatments
of non-compliance with BB93 Where the cause of failure is attributed to
performance standards (b) the proposed the construction, other rooms that have
alternative performance standards and (c) not been tested may also fail to meet the
the technical basis upon which these performance standards. Therefore,
alternative performance standards have remedial treatment may be needed in
been chosen rooms other than those in which the tests
• written confirmation from the were conducted. The efficacy of any
educational provider (eg school or Local remedial treatment should be assessed
Education Authority) of areas of non- through additional testing.
compliance, together with the justification
for the need and suitability of the 1.3.3 Indoor ambient noise levels in
alternative performance standards in each unoccupied spaces
space. To demonstrate compliance with the
values in Table 1.1, measurements of
1.3 Demonstrating compliance to indoor ambient noise levels should be
the client taken in at least one in four rooms
To ensure that the performance standards intended for teaching and/or study
are met, it is recommended that the client purposes, and should include rooms on
should include a requirement for acoustic the noisiest façade. These rooms should
testing in the building contract. be finished and unoccupied but may be
The design calculations submitted to either furnished or unfurnished.
the Building Control Body demonstrate Measurements should be made when
only that the construction has the external noise levels are representative of
potential to meet the performance conditions during normal school
standards in Section 1.1. In practice, the operation.
performance of the construction is During measurements, the following
strongly influenced by workmanship on should apply:
site. If the design calculations and • Building services (eg ventilation system,
detailing are correct, the most likely plant) should be in use during the
causes of failure to meet the performance measurement period.
standards will be poor workmanship, • For mechanically ventilated rooms, the
product substitution and design changes plant should be running at its maximum
on site. Therefore, acoustic testing is design duty.
recommended. • For naturally ventilated rooms, the
The DfES acoustics website ventilators or windows should be open as
(www.teachernet.gov.uk/acoustics) will be required to provide adequate ventilation.
used to encourage manufacturers and • There should be no more than one
others to disseminate acoustic test results person present in the room. (The values
alongside construction details for in Table 1.1 allow for one person to be
constructions that consistently satisfy the present in the room during the test)
performance standards. • There should be dry weather
conditions outside.
1.3.1 Timetabling of acoustic testing Measurements of LAeq,T should be
Timetabling of acoustic testing is made at least 1 m from any surface of the
important because any test that results in room and at 1.2 m above floor level in at
a failure to satisfy the performance least three positions that are normally
standards will require remedial work to occupied during teaching or study
rectify the failure and potential design periods. A sound level meter complying
17
1 Specification of acoustic performance
18
Specification of acoustic performance 1
measurements described in BS EN ISO References
3382:2000[11]. [1] BS EN ISO 140-4:1998 Acoustics –
Measurement method 2: Reverberation Measurement of sound insulation in buildings
and of building elements. Part 4. Field
time measurements should be made in
measurements of airborne sound insulation
accordance with BS EN ISO 140- between rooms.
4:1998[1] (airborne sound insulation) or [2] BS EN ISO 717-1:1997 Acoustics – Rating
BS EN ISO 140-7:1998[5] (impact sound of sound insulation in buildings and of building
insulation) in octave bands. elements. Part 1. Airborne sound insulation.
[3] BS EN ISO 140-3:1995 Acoustics –
Measurement of sound insulation in buildings
1.3.8 Sound absorption in corridors, and of building elements. Part 3. Laboratory
entrance halls and stairwells measurement of airborne sound insulation of
It is not intended that field measurements building elements.
of reverberation time should be taken in [4] BS EN 20140-10:1992 Acoustics –
corridors, entrance halls and stairwells. Measurement of sound insulation in buildings
and of building elements. Part 10. Laboratory
measurement of airborne sound insulation of
1.3.9 Speech intelligibility in open- small building elements.
plan spaces [5] BS EN ISO 140-7:1998 Acoustics –
To demonstrate compliance with the Measurement of sound insulation in buildings
values in Table 1.6, measurements of the and of building elements. Part 7. Field
Speech Transmission Index (STI) should measurements of impact sound insulation of
floors.
be taken in at least one in ten student [6] BS EN ISO 717-2:1997 Acoustics – Rating
positions in the open-plan spaces. of sound insulation in buildings and of building
Measurements should be made in elements. Part 2. Impact sound insulation.
accordance with BS EN 60268- [7] Approved Document E – Resistance to the
16:1998[8]. passage of sound. Stationery Office 2003.
ISBN 0 11 753 642 3.
Measurements should be made using
www.odpm.gov.uk
the following heights for listening or [8] BS EN 60268-16:1998 Sound system
speaking: equipment – Part 16: Objective rating of
• to represent seated students, a head speech intelligibility by speech transmission
height of 0.8 m for nursery schools, 1.0 m index.
for primary schools and 1.2 m for [9] BS EN 60804:2001 (IEC 60804:2001)
Integrating-averaging sound level meters.
secondary schools [10] Guidelines on Noise Measurement in
• to represent standing students, a head Buildings, Part 1: Noise from Building Services
height of 1.0 m for nursery schools, 1.2 m and Part 2: Noise from External Sources.
for primary schools and 1.65 m for Association of Noise Consultants.
secondary schools [11] BS EN ISO 3382:2000 Acoustics –
Measurement of the reverberation time of
• to represent seated teachers, a head rooms with reference to other acoustical
height of 1.2 m parameters.
• to represent standing teachers, a head
height of 1.65 m.
Simulation of the estimated occupancy
noise should be carried out in the STI
measurement. This noise level will have
been established at the design stage (see
Section 1.1.7) and is defined as the noise
level due to the combination of the
indoor ambient noise level, all activities in
the open-plan space (including teaching
and study), and transmitted noise from
adjacent spaces.
19
20
SECTION
Noise control
21
2 Noise control
at which noise levels are below 50 dB typical school hours and include noisy
LAeq,30min so that some outdoor events (eg road traffic at peak hours,
teaching is possible. worst case runway usage in the case of
Acoustic screening from fences, walls airports, etc). The measurements must
or buildings may be used to protect also take account of the weather
playgrounds from noise. At positions near conditions. For long-distance propagation
the screen, traffic noise can be reduced by of noise, the measured level is affected by
up to 10 dB(A). wind gradients, temperature gradients and
All external noise levels in this section turbulence. With wind, the noise level is
apply to measurements made at generally increased downwind or reduced
approximately head height and at least 3 m upwind. (Note that temperature
from any reflecting surface other than the inversions can radically change noise
ground. propagation, but tend to occur only at
night-time, outside school hours.)
2.3 Noise survey A noise measurement survey must
Figure 2.1 shows typical external and include octave or one-third octave
internal sources of noise which can affect frequency band levels. This is because the
noise levels inside a school. attenuation of sound, for example by a
In order to satisfy the limits for the sound insulating wall or noise barrier,
indoor ambient noise levels in Table 1.1, depends upon the frequency of sound. In
it is necessary to know the external noise general materials and barriers are less
level so that the building envelope can be effective at controlling low frequency
designed with the appropriate sound noise than mid and high frequency noise.
insulation. Although overall noise levels and
The external noise level should be performance standards can be quoted as
established by carrying out a noise overall A-weighted levels, calculations
measurement survey. (Note that a brief must be carried out in octave or one-third
survey is advisable even if the site appears octave bands (see Appendix 1) and the
to be quiet, in case there are noisy events results converted into overall A-weighted
at certain times of the day.) The levels.
measurements should be taken during In addition to the noise measurement
Figure 2.1: Typical
sources of noise
PLANTROOM NOISE
AND VIBRATION
AIRCRAFT NOISE
NOISY
CORRIDORS
BREAK-OUT/BREAK-IN
OF DUCTBORNE TRAFFIC NOISE
NOISE AND VIBRATION
NOISE THROUGH
DOORS & WALLS
PLAYGROUND
NOISE NOISE VIA DUCTBORNE NOISE
OPEN WINDOWS
PLUMBING NOISE
22
Noise control 2
survey, consideration should be given to 2.5 Aircraft noise
predicting the potential increases in noise Where a school is to be located in an area
levels due to future developments (eg affected by aircraft noise, special measures
increases in traffic flows, new transport are necessary and an acoustic consultant
schemes, changes in flight paths). The should be appointed.
local highway authority should be able to
advise on whether significant changes in 2.6 Vibration
road traffic noise are expected in the Railways, plant and heavy vehicles close to
future. This is likely to be relevant for a school can lead to vibration within the
developments near new or recently school buildings. This vibration can re-
improved roads. Where road traffic noise radiate as audible noise, even when the
levels are likely to increase, it is reasonable vibration itself is not perceptible as
to base the sound insulation requirements shaking in the building. The propagation
on the best estimate of noise levels in 15 of vibration depends on ground
years time. Similar information is likely to conditions but in general when planning a
be available from railway operators, and new school building it is advisable for the
airports. The prediction[2,3] of future noise survey to include vibration
external noise levels should be carried out measurements when there is a railway
by an acoustic consultant. within 30 m of a building, or a road with
If the noise measurement survey shows significant HGV traffic within 20 m. In
that the ambient external noise levels on these cases airborne noise is also likely to Figure 2.2: Attenuation
the site are below 45 dB LAeq,30min, and be a problem. by a noise barrier as a
prediction work shows that they will function of path difference
remain below 45 dB LAeq,30min in the
future, no special measures are likely to be
necessary to protect the buildings or
playing fields from external noise.
20
this is often not possible. However, the 250 Hz
use of distance alone is a relatively 15
125 Hz
ineffective way to reduce noise. Simple
rules of thumb are that the noise level 10
from a busy road increases by 3 dB(A) for
a doubling of the traffic flow and 5
decreases by 3 dB(A) for a doubling of
distance from the road (over hard
ground). 0 0.5 1.0 1.5 2.0
Path difference, m
23
2 Noise control
POOR
Figure 2.3: Traffic noise
barriers No acoustical shielding
from landscaping
BETTER
Shielding from
embankment would be
improved by a fence
within the trees
BEST
Earth bund acts as
acoustic barrier, planting
acts as visual barrier
24
Noise control 2
separate these from noisy areas using To other
buffer zones such as storerooms, departments
corridors or less sensitive rooms, or by Acoustic separation
locating buildings a suitable distance for ensemble room and
group rooms
apart. See Figure 2.4 for an example of Other
room layout in a music department using classroom Ensemble
buffer zones. Room
When considering external noise such
as that from roads, it is sensible to locate Instrument
noise-sensitive rooms, such as classrooms, Stores store
provide
away from the source.
acoustic
Store Store
Tables 1.1 and 1.2 give the required buffer
maximum indoor ambient noise levels and
Group
Room
the minimum sound insulation levels
between rooms. The performance
Music Store
standards in these tables should be used
classroom
in the early planning stages of a project to
determine (a) the layout of the school
Corridor Group
(b) the constructions needed to provide creates
sound insulation and (c) the compatibility
Room
acoustic
of school activities in adjacent rooms. separation
Store
Recording/
Store
Control
Room
25
2 Noise control
possible in order to minimise noise levels 2.14 Low frequency noise and
in these areas. The requirement is to hearing impaired pupils
provide sound absorption in accordance Many hearing impaired pupils make use
with Section 1.1.6. To satisfy this of low frequencies below 500 Hz to
requirement, corridors outside classrooms obtain information from speech.
typically need acoustically absorbent Therefore, for hearing impaired pupils to
ceilings and/or wall finishes. Carpets and be included in classes with pupils having
other soft floor finishes can also help to normal hearing, special care should be
reduce reverberation and the noise from taken to minimise low frequency indoor
footfalls. However, as discussed in Section ambient noise levels. Given the prevalence
2.11, the use of carpets may not be of infections leading to temporary hearing
appropriate in all schools. loss, it is advisable to minimise low
frequency indoor ambient noise levels in
2.13 Masking noise all classrooms, especially those used by
The audibility and intrusiveness of noise younger pupils.
from other areas (break-in noise) is a The indoor ambient noise levels in
function of both the level of the break-in Table 1.1 are given in terms of
noise and the noise level in the room LAeq,30min which is an A-weighted noise
under consideration (the receiving room). level. This is a convenient and widely-
If the ambient noise level in the receiving used parameter but is not a good
room is unnecessarily low, break-in noise indicator of low frequency noise. To
will be more audible. Hence where rooms assess indoor noise there are other rating
are mechanically ventilated, the noise systems in use which address low
from the ventilation system can be used frequency noise but these are beyond the
to mask the noise from activities in scope of this document. In cases where
neighbouring rooms. In these cases low frequency noise is likely to be a
ventilation noise should not be more than problem, specialist advice from an
5 dB below the maximum ambient noise acoustics consultant should be sought.
levels listed in Table 1.1. For this type of Such cases include schools exposed to
masking to work it is important to ensure high levels of external noise (in excess of
that the ventilation noise follows a specific 60 dB LAeq,30min, see Section 2.2),
masking noise curve and has no tonal or where sound insulation may reduce high
intermittent characteristics. Specialist frequency noise while leaving
acoustic advice is required before using comparatively high levels of low
building services noise for masking. frequency noise.
Other possible sources of masking More information is given in CIBSE
noise are fan convectors, electric lighting Guide B5 Noise and Vibration Control
circuits, and constant levels of road traffic for HVAC.[4]
noise, for example from distant arterial
roads. However it should be noted that
the noise from some sources (eg fans and
other mechanical equipment) may cause References
annoyance to individuals, particularly [1] B Shield, J Dockrell, R Jeffery and
hearing impaired people, in some I Tachmatzidis. The effects of noise on the
attainments and cognitive performance of
circumstances. Also, some building
primary school children. Department of Health,
services systems may only operate at 2002.
certain times of the year. [2] Calculation of road traffic noise (CRTN),
Department of Transport, The Stationery
Office, 1988.
[3] Calculation of railway noise (CRN),
(Supplement 1), Department of Transport,
The Stationery Office, 1995.
[4] CIBSE Guide B5, Noise and vibration
control for HVAC, CIBSE, 2002
ISBN 1 903287 2 51.
26
SECTION
3
Sound insulation
27
3 Sound insulation
28
Sound insulation 3
POSSIBLE SOUND
INSULATION MEASURES
CROSS-VENTILATION
SINGLE-SIDED VENTILATION
2.7 m
STACK VENTILATION
29
3 Sound insulation
designed for the domestic sector and in difference for cavity widths between 6 mm
some cases they do not have large enough and 16 mm. Wider cavity widths perform
openings for classrooms and other large significantly better.
rooms found in schools. The acoustic In existing buildings, secondary glazing
performance of any ventilator can be may be installed as an alternative to
assessed with laboratory sound insulation replacing existing single glazing with
test data measured according to BS EN double glazing. The effectiveness of
20140-10:1992[7]. Because of the secondary glazing will be determined by
complexity of the assessment of the the thickness of the glass and the width of
acoustic performance of a ventilator, the air gap between the panes. Another
advice may be needed from a specialist alternative may be to fit a completely new
acoustic consultant. To maintain adequate double-glazed window on the inside of
ventilation, it is essential that the effective the existing window opening, leaving the
area of the ventilator is considered as it original window intact. The use of sound
may be smaller than the free area absorbing reveal linings improves the
(see prEN 13141-1[8]). performance of double-glazed windows,
It is important, particularly in the case but the improvement is mainly in the
of sound-attenuated products, that a good middle to high frequency region, where it
seal is achieved between the penetration has little effect on road traffic and aircraft
through the wall or window and the noise spectra.
ventilator unit. Where through-the-wall To achieve their optimum
products are used, the aperture should be performance, it is essential that the
cut accurately and the gap around the glazing in windows makes an airtight seal
perimeter of the penetrating duct should with its surround, and that opening lights
be packed with sound insulating material have effective seals around the perimeter
prior to application of a continuous, of each frame. Neoprene compression
flexible, airtight seal on both sides. seals will provide a more airtight seal than
In some schools bespoke ventilator brush seals. The framing of the window
designs, such as that shown in Figure 3.3, should also be assembled to achieve an
are needed. For more examples of airtight construction.
ventilator solutions see Case Studies 7.8 It is equally important that an airtight
and 7.9. seal is achieved between the perimeter of
the window frame and the opening into
3.4 External Windows which it is to be fixed. The opening
The airborne sound insulation of should be accurately made to receive the
windows can be assessed from laboratory window, and the perimeter packed with
measurements of the sound reduction sound insulating material prior to
index according to BS EN ISO 140- application of a continuous seal on both
3:1995[5]. When choosing suitable sides.
windows using measured data, care must For partially open single-glazed
be taken to differentiate between windows or double-glazed windows with
measured data for glazing and measured opposite opening panes, the laboratory
data for windows. The reason is that the measured airborne sound insulation is
overall sound insulation performance of a approximately 10-15 dB Rw . This
window is affected by the window frame increases to 20-25 dB Rw in the open
and the sealing as well as the glazing. position for a secondary glazing system
To achieve the required sound with partially open ventilation openings,
insulation with thin glass it is often with the openings staggered on plan or
necessary to use two panes separated by elevation, and with absorbent lining of
an air (or other gas) filled cavity. In the window reveals (see Figure 3.3). In
theory, the wider the gap between the situ, the degree of attenuation provided
panes, the greater the sound insulation. by an open window also depends on the
In practice, the width of the cavity in spectrum of the noise and the geometry
double glazing makes relatively little of the situation.
30
Sound insulation 3
Softwood framing to
extend reveals
Sound absorbing reveal
Existing inward opening light, linings to head and sides
movement to be restricted
The spreadsheet of sound reduction seals can however be effective and tend to Figure 3.3: Secondary
glazing producing a
indices on the DfES acoustic website be more hard wearing than compression
staggered air flow path
gives values of Rw for various types of seals.
window, glazing thickness, and air gap. It is also important that an airtight seal
Indications are also given of the sound is achieved between the perimeter of the
reduction indices of open windows. door frame and the opening into which it
is to be fixed. The opening should be
3.5 External Doors accurately made to receive the door frame
For external doors the airborne sound and any gaps around the perimeter packed
insulation is determined by the door set, with insulating material prior to
which is the combination of door and application of a continuous, airtight seal
frame. The quality of the seal achieved on both sides.
around the perimeter of the door is A high level of airborne sound
crucial in achieving the potential insulation is difficult to provide using a
performance of the door itself. Effective single door; however, it can be achieved
seals should be provided at the threshold, by using a lobby with two sets of doors,
jambs and head of the door frame. As as often provided for energy efficiency, or
with windows, neoprene compression a specialist acoustic doorset.
seals are more effective than brush seals,
but their effectiveness will be strongly
influenced by workmanship on site. Brush
31
3 Sound insulation
32
Sound insulation 3
sources. If the conditions are not met
then it is not reasonable to infer the
performance from existing sound
insulation test results and the calculation
procedure should be used.
airborne sound
3.9.1 Conditions for similar
constructions
The following features of any untested
construction should be similar to those of
the tested construction:
• type and number of ventilators
• glazing specification, frame
construction and area of windows
impact sound
• type and number of doors
• external wall construction and area
• roof construction and area.
33
3 Sound insulation
100 mm slab
150 mm with resilient
60 staggered stud hangers
6 mm with 12 mm 100 mm slab
glass plasterboard with rigid
55 200 mm hangers
space
50
45 225 mm
115 mm brickwork
6 mm
Sound reduction index, dB
0
1 10 20 50 100 200 400
Mass per unit area, kg/m2
34
Sound insulation 3
weighted sound reduction index Rw that
Figure 3.6: The main
should be used to select the separating flanking transmission paths
wall or floor from laboratory test data:
Rw = Rw,est + X dB
35
3 Sound insulation
36
Sound insulation 3
junction details. However, if flanking The solid line shows the theoretical
walls are not carefully designed the impact value based purely on the mass law. For
sound pressure level can increase by up to single leaf elements (eg walls, single
10 dB. To allow the designer to choose a glazing, doors, etc) the mass law states
suitable separating floor for the initial that doubling the mass of the element
design it is suggested that X of 5 dB is will give an increase of 5 to 6 dB in Rw .
assumed and an acoustic consultant is When constructions provide less sound
used to check the choice of separating insulation than predicted by the mass law
floor and ensure that the correct flanking it is usually because they are not airtight.
details are specified. In general, lightweight double-leaf
constructions such as double glazing,
c. Calculate the final estimate for the
cavity masonry or double-leaf
weighted normalised impact sound
plasterboard partitions provide better
pressure level Ln,w that should be used to
sound insulation than the mass law would
select the separating wall or floor from
indicate. At medium and high
laboratory test data.
frequencies, double-leaf constructions
Ln,w = Ln,w,est – X dB
benefit from the separation of the two
leaves, with performance increasing with
3.12 Internal walls and partitions
the width of the air gap between the
leaves and the physical separation of the
3.12.1 General principles
leaves. (Note that for double-leaf
Figure 3.5 shows typical values of the
plasterboard constructions, timber
sound reduction index (Rw) for different Figure 3.8: Chart to
studwork is rarely used to achieve high
wall constructions. For comparison the estimate Rw for a
standards of sound insulation because composite wall consisting
performance of other constructions
lightweight metal studs provide better of two elements with
including doors, glazing and floors is
mechanical isolation between the leaves.) different transmission
included. losses
15.0
The percentage of the total area of the wall occupied
14.0 by the element with the lower transmission loss, eg a
Area 5% door, and the difference between the higher Rw and
13.0
the lower Rw, are used to calculate the correction in
12.0
dB which is added to the lower Rw to give the Rw of
11.0 the whole wall.
10%
10.0 For example: Assume a classroom to corridor wall
9.0 has an Rw of 45 dB and a door in the wall has an Rw
Correction, dB
37
3 Sound insulation
At low frequencies the performance of The values in Figure 3.9 are necessarily
plasterboard partitions is limited by the approximate and will depend on the
mass and stiffness of the partition. precise constructions and materials used.
Masonry walls can provide better low Many blockwork and plasterboard
frequency sound insulation simply manufacturers provide data for specific
because of their mass. This is not obvious constructions.
from the Rw figures, as the Rw rating More sound reduction indices, both
system lends more importance to single value and octave band data, and
insulation at medium and high further references to specific
frequencies rather than low frequencies. manufacturers’ data are in the sound
This is not normally a problem in general reduction indices spreadsheet included on
classroom applications where sound the DfES acoustics website.
insulation is mainly required at speech
frequencies. However, it can be important 3.12.3 Flanking transmission
in music rooms and in other cases where In general, a weighted sound level
low frequency sound insulation is difference of up to 50 dB DnT(Tmf,max),w
important. can be achieved between adjacent rooms
A combination of masonry and dry- by a single partition wall using one of the
lining can be very effective in providing constructions described above, provided
reasonable low frequency performance that there are no doors, windows or other
with good sound insulation at higher weaknesses in that partition wall, and that
frequencies. This combination is often flanking walls/floors with their junction
useful when increasing the sound details are carefully designed. Flanking
insulation of existing masonry walls. transmission is critical in determining the
While partition walls may be provided actual performance and specialist advice
as a means of achieving sound reduction, should be sought from an acoustic
it should be remembered that sound consultant.
insulation is no better than that provided
by the weakest element. 3.12.4 High performance
Figure 3.8 can be used to assess the constructions – flanking transmission
overall effect of a composite construction High-performance plasterboard partitions
such as a partition with a window, door, or masonry walls with independent linings
hole or gap in it. The sound insulation of can provide airborne sound insulation as
the composite structure is obtained by high as 70 dB Rw in the laboratory.
relating the areas and sound insulation However, to achieve high performance in
values of the component parts using the practice (ie above 50 dB DnT(Tmf,max),w),
graph. flanking walls/floors with their junction
Partitions should be well sealed, as details must be carefully designed.
small gaps, holes, etc. significantly reduce Airborne sound insulation as high as 65 dB
sound insulation. (Note that this applies DnT(Tmf,max),w can be achieved on site
to porous materials, eg porous blockwork, using high performance plasterboard
which can transmit a significant amount partitions, or masonry walls with
of sound energy through the pores.) independent linings with lightweight
isolated floors and independent ceilings to
3.12.2 Sound insulation of common control flanking transmission. This will
constructions require specialist advice from an acoustic
Figure 3.9 shows the approximate consultant.
weighted sound reduction index Rw for For rooms which would otherwise
masonry and plasterboard constructions. need high-performance partitions it may
Using the procedures given in Section be possible to use circulation spaces,
3.10, it is possible to determine which stores and other less noise-sensitive rooms
constructions are capable of meeting the to act as buffer zones between rooms
requirements between different types of such that partitions with lower levels of
rooms. sound insulation can be used. Case Study
38
Sound insulation 3
Figure 3.9: Walls -
airborne sound insulation
for some typical wall
constructions
39
3 Sound insulation
Figure 3.10: Glazing - airborne sound insulation for some typical glazing constructions
40
Sound insulation 3
7.5 (see also Figure 2.4) describes a around 15 dB Rw which is about 30 dB
purpose built music suite which uses less than for a typical masonry wall (see
buffer zones effectively. In some cases, Figure 3.5). The sound insulation of an
such as the refurbishment of music existing door can be improved by
facilities in existing buildings, room increasing its mass (eg by adding two
layout may not allow this, and in these layers of 9 mm plywood or steel facings)
cases high levels of sound insulation as long as the frame and hinges can
between adjacent rooms will be required. support the additional weight. However,
it is often simpler to fit a new door.
3.12.5 Corridor walls and doors The mass of a door is not the only
The Rw values in Table 1.3 should be variable that ensures good sound
used to specify wall (including any glazing) insulation. Good sealing around the frame
and door constructions between corridors is crucial. Air gaps should be minimised
or stairwells and other spaces. To ensure by providing continuous grounds to the
that the door achieves its potential in frame which are fully sealed to the
terms of its airborne sound insulation, it masonry opening. There should be a
must have good perimeter sealing, generous frame rebate and a proper edge
including the threshold where practical. seal all around the door leaf. Acoustic
Note that a lightweight fire door will seals can eliminate gaps between the door
usually give lower sound insulation than a and the door frame to ensure that the
heavier, sealed acoustic door. door achieves its potential in terms of its
Greatly improved sound insulation will airborne sound insulation.
be obtained by having a lobby door As a rule of thumb, even a good
arrangement between corridors or quality acoustically sealed door in a 55 dB
stairwells and other spaces. However, this Rw wall between two classrooms will
is not often practicable between classrooms reduce the Rw of the wall so that the
and corridors. Some noise transmission DnT(Tmf,max),w is only 30-35 dB. Two
from corridors into classrooms is such doors, separated by a door lobby, are
inevitable, but this may not be important necessary to maintain the sound
if all lesson changes occur simultaneously. insulation of the wall. Figure 3.12 shows
For some types of room, such as music the effect of different doors on the overall
rooms, studios and halls for music and sound insulation of different types of wall.
drama performance, lobby doors should In a conventional layout with access to
generally be used. classrooms from a corridor, the corridor
acts as a lobby between the two classroom
3.13 Internal doors, glazing, windows doors.
and folding partitions
Internal doors, glazing and windows are 3.13.2 Lobbies
normally the weakest part of any The greater the distance between the
separating wall. Figures 3.10 and 3.11 lobby doors, the better the sound
show the performance of a number of insulation, particularly at low frequencies.
different types of window and door. In Maximum benefit from a lobby is
general, rooms which require at least 35 associated with offset door openings as
dB DnT(Tmf,max),w should not have shown in Figure 3.13(a) and acoustically
doors or single glazing in the separating absorbent wall and/or ceiling finishes.
wall or partition. A lobby is useful between a
performance space and a busy entrance
3.13.1 Doors hall. Where limitations of space preclude a
The choice of appropriate doors with lobby, a double door in a single wall will
good door seals is critical to maintaining be more effective than a single door; this
effective sound reduction, and controlling configuration is illustrated in Figure
the transfer of sound between spaces. 3.13(b).
Internal doors are often of lightweight Inter-connecting doors between two
hollow core construction, providing only music spaces should be avoided and a
41
3 Sound insulation
42
Sound insulation 3
Sound insulation of wall
with door (dB) Double doors, ie one door either side
of a lobby (the diagonal straight line
50 illustrates how the insulation value of
the original partition can only be
maintained at 100% by incorporating a
'very good'
set of double doors with a lobby)
40
Heavy door with edge seal
'good'
Light door with edge seal
30
Any door (gaps round edges)
'poor'
lobby used to provide the necessary 3.13.4 Roller shutters Figure 3.12: Reduction
airborne sound insulation. Roller shutters are sometimes used to of sound insulation of a
wall incorporating different
separate kitchens from multi-purpose
types of door
3.13.3 Folding walls and operable spaces used for dining. Because roller
partitions shutters typically only provide sound
Folding walls and operable partitions are insulation of around 20 dB Rw it is
sometimes used to provide flexibility in common for noise from the kitchen to
teaching spaces or to divide open plan disturb the teaching activities. One
areas. A standard folding partition with
no acoustic seals or detailing may provide
a value as low as 25 dB Rw . However,
folding partitions are available that can
provide up to 55 dB Rw . The sound
insulation depends on effective acoustic
sealing and deteriorates if seals or tracks
are worn or damaged.
It is important that the specification of
folding partitions takes into account their
weight, ease of opening and maintenance.
Regular inspection and servicing will
extend the life of a partition and ensure
that it achieves the required sound (a)
insulation.
Folding partitions are useful in many Figure 3.13: Use of
applications but they should only be used lobbies and double doors
when necessary and not as a response to a (a) Lobbied doorway
(b) Double door
non-specific desire for flexibility in layout
of teaching areas.
(b)
43
3 Sound insulation
Figure 3.14: Existing timber floors - airborne and impact sound insulation for some typical floor/ceiling constructions
44
Sound insulation 3
Option Construction - timber floors Rw Ln,w Depth
(dB) (dB) (mm)
solution is to provide doors in front of buildings. Both airborne noise and impact
the shutters to improve the sound noise can be problematic with wooden
insulation. floors, and both problems need to be
considered when dealing with vertically
3.14 Floors and ceilings adjacent spaces. Adding carpets or other
Both airborne and impact noise can be soft coverings to wooden floors reduces
transmitted between vertically adjacent impact noise but has very little effect on
rooms through the separating floor and airborne noise transmission.
its associated flanking constructions. Impact noise can also be a problem
Vertical noise transmission between with concrete floors (although airborne
classrooms can be a problem in older noise may not be a problem); this can
multi-storey buildings with wooden sometimes be solved by adding a carpet.
floors, such as traditional Victorian school Where the use of carpet is proposed
45
3 Sound insulation
Figure 3.15: Lightweight issues of cleaning, maintenance and • areas for dance or movement
concrete floors - airborne effects on air quality may need to be
and impact sound
• loading/unloading areas (eg in
considered. kitchens and workshops)
insulation of some typical
constructions • machinery.
3.14.1 Impact sound insulation Where possible, impact noise should be
Impact noise on floors may arise from: reduced at source through use of soft
• foot traffic, particularly in corridors at floor coverings or floating floors. Carpets
break times/lesson changeover are not an option in practical spaces but
• percussion rooms other soft floor coverings, such as acoustic
46
Sound insulation 3
Option Construction - heavyweight concrete floors Rw Ln,w Depth
(dB) (dB) (mm)
47
3 Sound insulation
vinyl floor or vinyl flooring laid on an performance, special flexible ceiling hangers.
acoustic mat, may be suitable. The major manufacturers of dry-lining
Planning and room layout can be used systems all provide their own systems for
to avoid impact noise sources on floors these options, and provide sound
above noise-sensitive rooms. Soft floor insulation data and specifications for a
coverings and floating floor constructions variety of configurations. The performance
and independent ceilings are the most for both airborne and impact sound
effective means of isolation, and resilient improves with the depth of the ceiling
floor finishes are also appropriate for void, with the mass of the ceiling and
some sources. with the deflection of the ceiling hangers
Typical airborne and impact noise under the mass of the ceiling. Adding a
performance are listed for a number of layer of lightweight acoustically absorbent
constructions in Figures 3.14, 3.15 and glass wool or mineral wool in the ceiling
3.16. Note that, unlike airborne sound void increases the sound insulation,
insulation, impact sound insulation is typically by 2-3 dB, but there is no point
measured in terms of an absolute sound in adding more than specified.
level, so that a lower figure indicates a Performance on site is strongly
better standard of insulation. dependent on good workmanship to
avoid air gaps, so careful attention should
3.14.2 Voids above suspended be given to ensuring that joints are close-
ceilings butted, taped and filled and that all gaps
Where partitions run up to the underside are properly sealed. At the perimeter a
of lightweight suspended ceilings, the small gap should be left between the
airborne sound insulation will be limited plasterboard and the walls, and this
by flanking transmission across the ceiling should be sealed using non-setting mastic
void, which will often prevent the to allow a small amount of movement
minimum values for airborne sound without cracking.
insulation in Table 1.2 being achieved. Penetrations through the ceiling need
Therefore, partitions should either be to be properly detailed to maintain an
continued through the ceiling up to the airtight seal while allowing movement,
soffit, or a plenum barrier should be used. and services should not be allowed to
provide a rigid link between the ceiling
3.14.3 Upgrading existing wooden and the floor above. This can be a
floors using suspended plasterboard particular problem with sprinkler pipes. A
ceilings problem with these constructions is that
Figure 3.14 shows the airborne and recessed light fittings, grilles and diffusers
impact noise performance of a standard significantly reduce the sound insulation so
wooden floor with various forms of any services should be surface-mounted.
suspended plasterboard ceiling. A plasterboard finish is acoustically
Option 2 is possibly the most widely reflective whereas in some rooms an
used system of increasing both impact acoustically absorbent ceiling is required,
and airborne sound insulation, with or to meet the specifications for room
without the original plaster ceiling. In acoustics and reverberation times. One
small rooms good results can be achieved solution to this, if there is sufficient
using timber studs fixed only to the walls, height, is to suspend a separate
but large timber sections are needed to lightweight sound absorbing ceiling under
span wider rooms. the sound insulating plasterboard ceiling.
In wider span rooms it is generally more This can be a standard lightweight
convenient to suspend the plasterboard composite or perforated metal tile system.
from the floor joists above, fixing through These lightweight, acoustically absorbent,
the existing ceiling if this is retained, ceilings add very little to the sound
using a proprietary suspension and grid insulation but do provide acoustic
system (option 4). The grid can be hung absorption. Lights and services can be
from simple metal strips or, for higher recessed in the absorbent ceiling.
48
Sound insulation 3
The term ‘acoustic ceiling’ generally the increase in both airborne and sound
refers to lightweight acoustically insulation relies on the mechanical
absorbent ceiling tile systems, designed to isolation of the floor from the joists using
provide acoustic absorption. Note that resilient material.
these systems do not always increase the Figure 3.14 shows a number of typical
sound insulation as well. lightweight floating floor constructions
There are, however, some systems and indicative sound insulation figures.
which use relatively heavy ceiling tiles There are many proprietary systems using
which are designed to fit into ceiling grids a wide range of isolating materials and
to provide a reasonably airtight fit. These manufacturers should supply test data in
may consist of dense plasterboard or accordance with ISO 140 measurements.
mineral fibre products, or perforated The isolating layer will typically consist
metal tiles with metal or plasterboard of rubber, neoprene, open-cell or closed-
backing plates. If properly installed and cell foams, mineral fibre or composite
maintained these can provide a useful materials. The isolating layer can be in the
increase in sound insulation as well as form of individual pads, strips or a
acoustic absorption. Manufacturers of continuous layer of material.
these systems can provide both airborne The sound insulation increases with the
and impact sound insulation figures, as deflection of the resilient layer (up to the
well as acoustic absorption coefficients. If limit of elasticity for the material), with
no measured sound insulation data are the mass of the floating layer and with the
provided, it is better to err on the side of depth of the cavity. Adding a layer of
caution and assume that the tile will not lightweight acoustically absorbent glass
provide a significant increase in sound wool or mineral wool in the ceiling void
insulation. increases the sound insulation, typically by
The sound insulation performance 2-3 dB, but there is no point in adding
figures quoted in Figure 3.14 all assume more than specified. In each case the
that the floorboards are in good deflection of the material under the
condition and reasonably airtight, with permanent ‘dead’ load of the floating
thin carpet laid on top. If retaining the layer and the varying ‘live’ loads of
original floorboards it is good practice to occupants and furniture must be
fill in any gaps with glued wooden strips, considered. If the material is too resilient
caulking or mastic, or to lay hardboard on and the floating layer is insufficiently
top, to provide an airtight seal. If not heavy or rigid, the floor will deflect under
retaining the original boards, 18 mm the varying loads as people move about
tongue-and-grooved chipboard can be the room. For this reason it is
used to achieve the same effect, with all advantageous for the floating layer to be
joints and gaps properly sealed, especially as heavy and as stiff as practicable, in
at the perimeters. some cases using ply or fibre-bond board
(for mass) laid on top of the resilient
3.14.4 Upgrading existing wooden layer, with tongue-and-grooved chipboard
floors using platform and ribbed floors on top of this.
The systems discussed in Section 3.14.3 If there are likely to be very heavy local
all maintain the original wooden floor loads in the room (eg pianos) it may be
mounted directly on joists. This has the necessary to increase the stiffness of the
advantage of maintaining the original resilient material, or, in the case of pads,
floor level at the expense of loss of ceiling to space the pads more closely together to
height below. An alternative approach is support these loads.
to provide a floating floor system either Junctions with walls and at doors need
on top of the existing floorboards (a to be designed to maintain an effectively
platform floor) or to remove the existing airtight seal while allowing movement of
floorboards and build a new floor on the floating layer. Manufacturers generally
resilient material placed on top of the provide their own proprietary solutions
floor joists (a ribbed floor). In both cases for this, with or without skirtings.
49
3 Sound insulation
Lightweight floating floors are quite sound insulation and impact sound
specialist constructions, and achieving the transmission data for a number of typical
correct deflection under varying live loads concrete floor constructions, with and
without overloading the resilient material without suspended ceilings and floating
can be difficult. Most materials suffer floors.
from long term loss of elasticity or ‘creep’
under permanent loads and this should be 3.15 Design and detailing of
taken into account in the design and building elements
selection of materials. The system Important points to remember when
manufacturer should normally be provided designing constructions to achieve
with all of the relevant information and adequate sound insulation are:
required to specify a system to meet all of • Weak elements (eg doors and glazing,
the acoustic and structural requirements service penetrations, etc) will reduce the
over the expected lifetime of the floor. In effectiveness of the walls in which they are
difficult cases the advice of an acoustics located.
consultant and/or structural engineer • Impact sound will travel with little
should be sought. reduction through a continuous member
such as a steel beam or servicing pipe.
3.14.5 Concrete floors • Partitions between sensitive spaces
In general, concrete floors provide much should normally continue beyond the
greater low frequency airborne sound ceiling up to the structural soffit or roof
insulation than wooden floors by virtue of layer, to prevent noise passing over the
their greater mass. There are, however, top of the partition above the ceiling or
considerable variations in performance through a loft space.
between dense poured concrete floors and • Openings in walls caused by essential
comparatively lightweight precast concrete services passing through should be
plank floors. Impact sound transmission acoustically sealed. Pipework passing
can be a problem even in heavy concrete between noise sensitive spaces should be
floors because of the lack of damping in appropriately boxed-in (see Approved
concrete, and a soft or resilient floor Document E[1]).
covering is generally required. This may Figure 3.17 shows how possible
simply be carpet on suitable underlay. transmission paths through the structure
Figures 3.15 and 3.16 show airborne of a building can be prevented.
50
Sound insulation 3
References
[1] Approved Document E - Resistance to the [9] BS EN 12354-3:2000 Building Acoustics -
passage of sound. The Stationery Office, Estimation of acoustic performance in buildings
2003, ISBN 01 753 642 3 from the performance of elements. Part 3.
www.safety.odpm.gov.uk Airborne sound insulation against outdoor
[2] Sound Control for Homes (BRE report 238, sound.
CIRIA report 127), 1993. Available from CRC [10] BS EN ISO 140-5: 1998 Measurement of
Ltd. 1993, BRE ISBN 0 85125 559 0, CIRIA sound insulation in buildings and of building
ISBN 0 86017 362 3, CIRIA ISBN 0305 408 X. elements. Part 5. Field measurements of
[3] J McLoughlin, D J Saunders and R D Ford. airborne sound insulation of façade elements
Noise generated by simulated rainfall on and facades.
profiled steel roof structures. Applied Acoustics [11] BS EN 12354–1: 2000 Building
42 239-255, 1994 Acoustics. Estimation of acoustic performance
[4] ISO 140-18 Acoustics - Measurement of in building from the performance of elements.
sound insulation in buildings and of building Part 1. Airborne sound insulation between
elements - Part 18: Laboratory measurement rooms.
of sound generated by rainfall on building [12] BS 476 Fire tests on building materials
elements (in preparation). and structures.
[5] BS EN ISO 140-3: 1995 Measurement of [13] BS EN ISO 140-6: 1998, Acoustics -
sound insulation in buildings and of building Measurement of sound insulation in buildings
elements. Part 3. Laboratory measurement of and of building elements. Part 6. Laboratory
airborne sound insulation of building elements. measurement of impact sound insulation of
[6] The Education (School Premises) floors.
Regulations 1999. (Statutory Instrument 1999 [14] BS EN 12354-2: 2000 Building Acoustics.
No 2, Education, England & Wales). The Estimation of acoustic performance in building
Stationery Offiice, 1999. ISBN 0 11 080331 0 from the performance of elements. Part 2.
www.hmso.gov.uk Impact sound insulation between rooms.
[7] BS EN 20140-10: 1992 Acoustics - [15] BS EN ISO 140-8: 1998 Acoustics.
Measurement of sound insulation in buildings Measurements of sound insulation in buildings
and of building elements. Part 10. Laboratory and of building elements. Part 8. Laboratory
measurement of airborne sound insulation of measurements of the reduction of transmitted
small building elements. impact noise by floor coverings on a
[8] BS 98/704582 DC. Ventilation for buildings. heavyweight standard floor.
Performance testing of components/products [16] BS EN ISO 717-2: 1997 Acoustics - Rating
for residential ventilation. Part 1. Externally and of sound insulation in buildings and of building
internally mounted air transfer devices. Draft elements. Part 2. Impact sound insulation.
for public comment (prEN 13141-1 Current
Euronorm under approval).
51
52
SECTION
The design of rooms for speech
The design of rooms for speech is a critical aspect of the acoustic design of a
school. Rooms must be designed to facilitate clear communication of speech
between teachers and students, and between students.
4
4.1 Approach to acoustic design 4.2 Internal ambient noise levels
The vast majority of rooms in schools are and speech clarity
designed for speech. A structured The internal ambient noise level is very
approach to the acoustic design of these important in teaching spaces as the
rooms would consider the following teacher’s voice needs to be clearly heard
subjects in the order given: above the background noise. The sound
1 Indoor ambient noise levels power output of conversational speech is
(Table 1.1) typically 10 microwatts which results in a
2 Room size - floor area, shape and sound pressure level of about 60 dB at 1 m
volume and hence, required in front of the speaker. This output power
reverberation time (Table 1.5) can be raised to around 100 microwatts
3 Amount of acoustic absorption when the speaker talks as loudly as
required for reverberation time possible without straining the voice,
4 Type, location, and distribution of which increases the sound pressure level at
that acoustic absorption 1m to about 70 dB. By shouting, the
5 Special considerations for non- output power can be further raised to
standard rooms (eg reflectors and around 1000 microwatts with a
diffusers) consequent further increase in sound
Figure 4.1: Sound
6 Use of electronic sound reinforcement pressure level to about 80 dB. In
pressure levels of speech
at 1 m systems. subjective terms, this means that a speaker
can approximately double the loudness of
the voice by speaking very loudly, and
then double it again by shouting, see
Figure 4.1.
Normal voice It is also desirable to preserve the
60 dB at 1 m character, or nuances and intonations, of
speech. This is particularly relevant to
language teaching and to the performance
of drama. The frequencies of sound in
speech range from bass to treble, that is
Raised voice from below 125 Hz to above 8 kHz.
70 dB at 1 m Vowels have a sustained, tonal sound
which contains characteristics of the
speaker’s voice. Men’s voices have the
lowest characteristic pitch (120 Hz),
women an intermediate pitch (225 Hz),
Shouting and children the highest pitch (265 Hz).
80 dB at 1 m Vowels contain most of the sound energy
in speech but recognition of the
consonants, whose energy is generally
concentrated towards the higher
frequency end of the speech spectrum, is
the key factor for high intelligibility.
The intelligibility of speech depends
upon its audibility as well as its clarity.
Audibility is affected by the loudness of
the speech relative to the background
53
4 The design of rooms for speech
54
The design of rooms for speech 4
e b e
b
d a d d a d
c c
(a) Surface finishes in classroom or lecture theatre: (b) Surface finishes in classroom or lecture theatre:
a. Rear wall - sound absorbing or diffusing a. Rear wall - sound absorbing or diffusing
b. Ceiling - sound reflective (eg plasterboard) b. Ceiling - sound reflective (eg plasterboard)
c. Floor - sound absorbing (eg carpet) c. Floor - sound absorbing (eg carpet)
d. Walls - sound reflective d. Walls - sound reflective
e. Ceiling - sound absorbing e. Top of walls - sound absorbing or diffusing
4.7 Classrooms There are instances where provision of Figure 4.2: Surface
For classrooms and other rooms for sound field amplification can improve finishes in classroom or
lecture theatre
speech, there are two approaches to speech intelligibility, see Section 6.
locating the acoustic absorption:
4.8 Assembly halls, auditoria and
1. To make the ceiling predominantly lecture theatres
absorbent. In most cases a standard Most school halls are used primarily for
acoustically absorbent suspended ceiling speech functions such as assemblies,
will provide all of the necessary meetings and drama, and use for music is
absorption. In the case of rooms with less frequent. The most common problem
exposed concrete soffits (providing in school halls is excessive reverberation
thermal mass to limit overheating in resulting in high noise levels and poor
summertime) acoustically absorbent speech intelligibility.
suspended baffles may be used. The ideal
case is often to have the central part of
4.8.1 Room geometry
the ceiling reflective with absorption at
The direct sound from speaker to listener
the edges, see Figure 4.2(a)
must be as strong as possible at all
2. To leave the ceiling acoustically positions. Because this sound weakens
reflective (plaster, plasterboard, concrete, rapidly with distance according to the
etc) and to add acoustic absorption to the inverse square law (the intensity is
walls. In these cases it is advisable to reduced by a factor of four and the sound
locate most of the absorption at high level level falls by 6 dB when the speaker to
and some on the back wall facing the receiver distance is doubled), the average
teacher to prevent "slap echo" off the distance between speaker and listener
back wall. This is particularly important if should be kept as small as possible.
the rear wall is concave or the distance Furthermore, there should be no
from the speaker to the rear wall is obstructions along the direct sound path.
greater than 8.5 m. see Figure 4.2(b).
speaker Figure 4.3: Ideal seating
In large rooms, reflections from the plan
rear wall can be disturbing for a speaker if
they arrive later than 50 milliseconds after
the speech has been voiced. This can 140°
occur if the speaker to rear wall distance is
greater than 8.5 m. To avoid this problem, audience
the rear wall should be made acoustically
absorbent, or acoustically diffusing.
55
4 The design of rooms for speech
(a) Adequate loudness is essential, direct sound must (b) Loudness of direct sound towards rear is
have a clear unobstructed path. increased with raked seating.
(c) Loudness of direct sound can be increased by (d) Reflected sound enhances direct sound if time
putting the speaker on a platform. delay is less than 50 milliseconds.
b c
a
(e) For useful sound reflections, additional path (f) Rear wall can cause a disturbing echo for speakers
travelled by reflected sound must be less than 17 m: if over 8.5 m away. Rear wall should be absorbing
b+c – a<17 m. or diffusing.
Figure 4.4: Effects of For large rooms such as school halls, see the speaker well, they will not hear
room geometry on speech. well either. It is frequently necessary in
additional factors need to be considered
in relation to the direct sound. First, the schools to have a flat floor in a school
seating plan should be arranged to fall hall. In these cases, speakers should be
within an angle of about 140° subtended raised on a platform which is sufficiently
at the position of the speaker, see Figure high to ensure that minimum clearance is
4.3. This is because speech is directional, obtained at the rear rows of the hall, see
and the power of the higher frequencies Figure 4.4(c).
on which intelligibility largely depends The direct sound from speaker to
falls off fairly rapidly outside this angle. listener can be enhanced by strong early
Secondly, sound is weakened as it passes reflections that arrive within 50
over seated people at grazing incidence. milliseconds, see Figure 4.4(d). These
Therefore, if possible, listeners should be early reflections increase the loudness of
seated on a rake where a clearance of the direct sound and therefore increase
around 100 mm is provided between the speech intelligibility. They are particularly
sightline from one row and the sightline useful at the furthest seats where the
from the next, see Figures 4.4(a) and loudness of the direct sound has been
4.4(b). It is known that if people can not reduced by distance. To provide
56
The design of rooms for speech 4
reflections within 50 milliseconds of the
Figure 4.5: Room shapes
direct sound, hard surfaces must be which can cause focusing
located within a certain distance of the and echoes
speaker and listener. In most rooms, the
centre part of the ceiling is the most
important reflecting surface and should
be of hard, sound-reflecting material. section
Other useful surfaces providing early
reflections are side walls near the speaker, (a) Barrel vault can cause focusing
overhead reflecting panels and angled and flutter echoes
ceiling panels.
The additional path travelled by the
reflected sound should be no greater than
17 m more than the direct sound path
between speaker and the seating area
where the reflection arrives, see Figure
4.4(e).
section
Any reflection that arrives at a listener,
or back at the speaker, more than 50 (b) Shallow hipped roof can cause
milliseconds after the direct sound is likely focusing and flutter echoes
to be disturbing, see Figure 4.4(f). These
are most probable in school halls where
late reflections can occur from the rear
wall or a control room window at the
rear. Rear walls can be rendered sound
absorbing or sound diffusing to avoid plan
this. In the case of control room
windows, these can be tilted to direct the
reflection away from speakers and
listeners.
Focusing of sound by domes or barrel (c) Curved rear wall can cause focusing
vaults illustrated in Figure 4.5(a), can be a
serious fault which can cause strong late
reflections or echoes. If the dome or
barrel vault is above a flat, hard floor as in
a school hall, flutter echoes can occur The key aim of such a system is to
which can be disturbing for speaker and increase the loudness of the direct sound,
listener alike. This effect can also occur particularly for more distant listeners,
with shallow pitched reflective roofs whilst keeping the sound as natural as
above a flat floor, see Figure 4.5(b) and possible.
the assembly hall in Case Study 7.1. The The distribution of loudspeakers and
same effect can also occur on plan where their directional characteristics is a key
a room has a curved or segmented rear issue in achieving high speech
wall opposite a flat front wall, see Figure intelligibility. For large teaching rooms
4.5(c). and lecture theatres, loudspeakers can be
distributed in the ceiling or on the walls
4.8.2 Sound reinforcement at high level. In school halls, column
With an acoustically well designed room loudspeakers can be located on sidewalls,
it is possible for strong speakers to achieve or in a central cluster as shown in
good speech intelligibility for large Figure 4.6.
audiences. Quieter and untrained The design of sound reinforcement
speakers, however, will not be able to do systems is a specialist field and specialist
this and a speech reinforcement system is advice should be sought.
likely to be required for some functions.
57
4 The design of rooms for speech
central cluster
microphone
amplifier
Figure 4.6: An 4.9 Open-plan teaching and and effort required to open and close
arrangement of
loudspeakers in a school learning areas them. While in theory it is possible to
hall In open-plan areas it is essential to achieve adequate sound insulation
provide good speech intelligibility and to between classrooms using high-
secure freedom from aural distraction by performance moveable walls, there are
more distant sound sources and by issues of cost, weight, complexity of
background noise. Section 1 contains installation and maintenance to consider.
performance standards for speech Specialist advice from an independent
intelligibility in open-plan spaces. Some consultant should always be sought if
degree of acoustic privacy is also desirable. using such partitions to comply with the
This can be difficult to achieve in practice sound insulation requirements set out in
and there have been many instances of Section 1 of this document.
distraction and disturbance between class Research has shown that in many large
groups in open plan areas. Case Studies open-plan ‘flexible’ areas certain activities
7.2, 7.3 and 7.10 describe surveys of the are severely restricted or have to be
acoustics of open-plan teaching areas in dropped because of noise interference.
primary and secondary schools. Indeed, it must be recognised that there
In open-plan areas, a carpeted floor is are but a small number of activities that
recommended together with a sound can share a degree of acoustic linkage and
absorbing ceiling. In addition, sound even then the timetable has to be
absorbing screens should be interposed designed to allow this.
between class groups. Screens should be Those plans which provide a generous
at least 1.7 m high and ideally should range of spaces in a variety of sizes can be
reach to within 0.5 m of the ceiling, see seen to give far more opportunities in
Figure 4.7. teaching than those with large open
A major improvement in the acoustic spaces and moveable screens, because in
privacy between spaces in open-plan areas the former it is possible to achieve good
can be realised by installing full height sound insulation standards between
moveable walls which, if fitted with seals, spaces.
can provide a moderate degree of sound When designing open-plan areas it is
insulation between the divided spaces. In important to provide plenty of acoustically
general however it is found that such absorbent surfaces and to use screens to
screens are rarely used because of the time block direct sound paths.
58
The design of rooms for speech 4
4.10 Practical spaces
Spaces for teaching practical subjects have
particular requirements which need
careful design in order to comply with the Screens should be as high as possible
acoustic requirements for teaching and and the ceiling must be absorbent
learning. This section addresses the needs
of Design and Technology spaces and Art
rooms. Music rooms are considered
separately in Section 5. Although Science
involves a significant amount of practical
activity, the general approach described
for classrooms (Section 4.7) can be
SECTION
applied to spaces for the teaching of
If a screen is not high enough, direct sound paths or paths with only
Science. For further information on small angular changes are possible. If the angle is small, more low
Design and Technology spaces see and mid frequency sound will diffract over the top of the screen.
Building Bulletin 81[1] and the DfES If the ceiling is not absorbent, sound can be reflected over the screen.
acoustics website.
59
4 The design of rooms for speech
60
The design of rooms for speech 4
blackout, and to allow some flexibility in
the room’s appearance. In this case the
wall finishes will generally be hard
(masonry or plasterboard). Studios
Proscenium opening with a
generally have wooden floors and
fore stage projecting in front
acoustically absorbent ceilings, although
of it
large amounts of permanent lighting and
rigging also provide useful diffusion.
Theatres and spaces primarily for
performance vary considerably in form
and size from the conventional assembly
Proscenium opening at the
hall to adaptable theatres. They can be
front of the stage, making a
traditional theatres with fixed proscenium
frame between audience and
and stage, open stages, thrust stages or in
actors
the round, see Figure 4.8. Adaptable
theatres can be converted from one
arrangement to another depending on the
type of performance.
Each type has different acoustic
characteristics. The basic acoustic
requirements for auditoria are discussed
Three-sided arrangement
in Section 4.8, however spaces designed
specifically for public performance are
specialised rooms and the advice both of
an acoustician and a theatre consultant
should normally be sought.
For successful drama it is necessary for
the audience to see and hear considerably
better than in most school halls, because
of the close relationship between actors
and their audience. In principle, to
In the round arrangement
achieve close communication between
actor and the audience it is necessary to
restrict the size of the auditorium so that
the maximum distance from any member
of the audience to the stage does not
exceed 20 m. In small theatres this is not
generally a problem, but for larger
audiences it may require the use of 4.12 Multi-purpose halls
balconies and galleries, giving rise to the In large schools the multi-purpose space, Figure 4.8: Typical
performance spaces for
traditional fan-shaped theatre (which is, intended to act as assembly hall, theatre,
drama
however, very bad acoustically for music). concert hall and gymnasium, is passing
Deep balconies are to be avoided as the out of favour as it is difficult for a single
space under these can be acoustically hall to fulfil all of these functions well.
‘dead’ and considerable care is required to None the less, in some cases a single
ensure that reflections from the ceilings flexible hall is required for a variety of
and walls compensate for the lack of uses and this gives rise to specific acoustic
direct sound in such areas. problems.
It is common for theatres in schools to The different uses of multi-purpose
be used not only for drama, but also for halls often have conflicting acoustic
lectures, films, meetings and music, which requirements, making it difficult to
all have different acoustic requirements. provide a space with optimum acoustics
The acoustics of multi-purpose halls are for all uses. The main conflict is that
discussed in the following section. between speech and unamplified music.
61
4 The design of rooms for speech
Speech Music
Table 4.1: General Table 4.1 shows the general acoustic echoes can occur, significantly increasing
acoustic requirements for requirements for speech and music. (See the reverberation time and reducing
speech and music also Section 5.7.) speech intelligibility. A reasonable
Where regular performances of music distribution of acoustic absorption or
are expected, reverberation time is diffusion (such as provided by wallbars
sometimes changed using moveable areas against gymnasium walls) will eliminate
of absorption (typically curtains) without this effect.
changing the volume of the space.
Although this can successfully change the 4.14 Dining areas
reverberation time at medium and high Dining areas suffer from excessive activity
frequencies, it often has little effect at low noise. The high activity noise interferes
frequencies, resulting in an acoustic which with conversation leading to increasing
is less than ideal for either speech or noise levels. Therefore, sound absorption
music. is required in these areas to reduce the
(Note that the ‘dry’ acoustic required reverberant noise level. The most practical
for speech is also generally suitable for place to position sound absorption is on
amplified music.) the ceiling and the walls. Shapes in
Further information regarding the section or on plan that produce focusing,
design of multi-purpose auditoria is given such as barrel vaulted roofs and circular
in Section 5. walls, should be avoided unless treated
with sound absorbent material.
4.13 Other large spaces
Sports halls, gymnasia and especially
swimming pools have long reverberation
times through the nature of their
construction and surfaces necessary to
their function. This results in high noise
levels and poor speech intelligibility.
A variety of relatively rigid, robust and References
hygienic, acoustically absorbent materials [1] Building Bulletin 81, Design and Technology
Accommodation in Secondary schools, to be
are available and can be used. In general, published January 2004 (replacing 1986
these materials are installed on ceilings edition).
and at high level on walls or as hanging
baffles. If there are large areas of
acoustically hard parallel surfaces, flutter
62
SECTION
The design of rooms for music
5.1 Aspects of acoustic design Noise from hot water radiator systems
Building Bulletin 86 Music should be minimised by good design.
Accommodation in Secondary Schools[1] Equipment, particularly the valves and
gives detailed design advice on the range pumps, should be designed and selected
of types of music spaces found in schools. for quiet operation, with vibration
The performance standards of the most isolation where appropriate.
common music room types are listed in In noise-sensitive spaces, such as music
the tables in Section 1. performance spaces and recording spaces,
Some non-specialist classrooms may be hot water pipes should not come into
used for teaching music theory to large rigid contact with the building
groups, with only occasional live or construction. Resilient pipe brackets and
recorded music. In these rooms the flexible penetration details should be
majority of activity depends on good adopted to prevent clicking noises
speech intelligibility rather than an resulting from expansion and contraction.
enhanced acoustic for music and in these Lighting can cause disturbing buzzing
cases classrooms with the same acoustic and occasionally sharp cracks from
criteria as normal classrooms may be used. expansion or contraction of metal fittings.
A brief, outlining the client's acoustic In music rooms, 50 Hz fluorescent lights
requirements, should be obtained before should not be used because they are
starting the design of any specialist music inherently prone to buzzing and mains
facility. The main problems are noise hum which is audible to some people.
transfer between spaces, unsuitable These effects do not occur with high
reverberation times, flutter echoes, frequency (HF) fittings, which should in
standing waves, and high noise levels. general be specified on energy efficiency
and cost saving grounds. HF fittings are
5.2 Ambient noise acceptable for most general music spaces.
The requirements for indoor ambient Where the quietest conditions are
noise levels in music rooms are set out in required, lighting should be restricted to
Table 1.1. To control noise from tungsten or similar lamps. In certain
mechanical ventilation, it is important to spaces such as a recording/control room,
select quiet fans or air handling units the sound caused by transformers used
which are connected to appropriately with low voltage spotlights can be
sized silencers (attenuators). Typical distracting.
primary attenuator lengths will be in the
range 2.4 - 3.0 m. Air velocities in the 5.3 Sound insulation
duct system should be kept low and Standards for sound insulation between
should not generally exceed 5 m/s in different types of room are set out in
main ducts, 4.5 m/s in branch ducts and Table 1.2. To avoid excessive noise
2.5 m/s at runouts. Terminal units transfer between music rooms Table 1.2
(grilles etc) should be selected for low specifies a minimum of 55 dB
noise output. DnT(Tmf,max),w between most music
63
5 The design of rooms for music
64
The design of rooms for music 5
can give rise to sound levels which could,
in the long term, lead to hearing damage.
Many professional orchestral musicians
have noise-induced hearing loss due to
extended exposure to high noise levels
2.0
both from their own instruments and, to
a lesser extent, from other instruments
Reverberation time, s
nearby. Under the Noise at Work music
Regulations 1989 (see Appendix 9) there 1.5
is a general requirement to minimise
noise exposure of employees in the school
context, who for this purpose include full- speech
time, part-time and freelance peripatetic 1.0
music teachers. It is therefore important
to ensure that practice, rehearsal and
teaching rooms are neither excessively 0.5
reverberant nor excessively small for a
given occupancy.
Setting the floor area and ceiling
height is normally the first step in 0
designing a music room. The floor area is 20 30 50 100 500 1000 2000
3
usually determined by the number of Room volume, m
occupants and guidelines are given in
Building Bulletin 86[1], as are methods of
curriculum analysis to determine the
needs of a secondary school music Figure 5.1: Optimum mid-
RT being considerably longer than the frequency reverberation
department. A typical suite of music
calculated RT. A better solution, times for speech and
rooms in a secondary school might music, for unoccupied
consist of: especially in large rooms, is to distribute
spaces
Large performance/teaching room 85 m2 some of the absorptive material about the
Second teaching room 65 m2 walls.
Ensemble room 20 m2 Although the RT requirements in Table
Practice/group rooms 8 m2 1.5 are for unoccupied rooms, it is
Control room for recording 10 m2 important to remember that the
Ceiling heights and consequently occupants will present a significant
volumes for halls and recital rooms are amount of absorption which will be in the Figure 5.2:
generally equivalent to two storeys, lower half of the room. To give a Recommended percentage
reasonably even distribution of absorptive increase in reverberation
around 6 m. For group rooms and
times at lower frequencies
practice rooms, a full storey height (at material therefore, acoustic absorption is
for rooms specifically for
least 3 m) is normally required. music
65
5 The design of rooms for music
often located at high level on the walls. to ‘image shifting’ where early reflections
Because of the absorption of the can be so strong that the ear perceives the
audience, there can be large variations in sound as coming from the reflecting
RT depending on the presence or absence surface and not the sound source.
of an audience. To reduce this effect, This problem can be exacerbated if late
acoustically absorbent seats with reflections are particularly strong. This
upholstered backs can be used and in can occur when sound is focused from
large halls the acoustic absorption of the large concave surfaces such as curved rear
seats has to be determined and specified walls, barrel vaults, domes, etc.
quite carefully. An acceptable alternative Furthermore, focusing results in an
in smaller halls can be the use of uneven distribution of sound throughout
retractable curtains to reduce the RT the room. Consequently, large concave
during rehearsals when no audience is surfaces are not generally recommended
present. in music spaces.
In auditoria and music rooms, surfaces In small rooms, such as group rooms
around and above the stage or and music practice rooms, geometry
performing area are normally reflective to affects the distribution of standing waves
provide feedback to the performers. or room modes throughout the sound
Floors on stage should be reflective spectrum, particularly at low frequencies.
although carpet in an auditorium may be Where the distance between two parallel
permissible. walls coincides with or is a multiple of a
particular wavelength of sound, a
5.4.3 Room geometry standing wave can be set up and the
It is important to consider both room balance of sound will be affected, see
shape and proportion. In large rooms Figure 5.3. Certain notes will be
such as halls and recital rooms, the amplified more than the rest leading to an
geometry of the room surfaces will unbalanced tonal sound, sometimes called
determine the sequence of sound colouration. Bathrooms with tiled walls
reflections arriving at the listener from a are a good example of rooms with
given sound source. Early reflections, that prominent room modes and, although
is those arriving within approximately 80 they can enhance certain notes of a
milliseconds of the direct sound, will be singer’s voice, they will not produce a
integrated by the listener’s hearing system balanced sound and will tend to sound
and will generally enhance the original boomy. The effect is exaggerated if
sound for music (50 milliseconds is the distances are the same in more than one
corresponding figure for speech, see dimension. Thus rooms which are square,
Section 4). hexagonal or octagonal in plan should be
Prominent reflections with a longer avoided. The same effect occurs if the
delay (late reflections) may be perceived room width is the same as the room
as disturbing echoes. This is often height, or is a simple multiple of it.
encountered where the rear wall in a hall Ideally, the distribution and strength of
Figure 5.3: Standing
has a large flat area of glass or masonry. room modes should be reasonably
waves in different modes
0 – No sound pressure Strong individual reflections can also lead uniform. Perhaps the best way to control
1.0 – Maximum sound
pressure
1.0
1.0 1.0 0.8
0.8 0.8 0 0.6
0.6 0.4
0.6 0 0
0.2
0.4 0.4 0
0.2 0.2
0 0.2 0.2
0 0.4 0.4
0.6 0.6
0.8 0.8
1.0 1.0
66
The design of rooms for music 5
these low frequency modes is to select
room dimensions that are not in simple
ratios. It should not be possible to express
any of the room dimensional ratios as
whole numbers, for example, a proposed
space 7 m wide, 10.5 m long and 3.5 m
high (2:3:1) would not be considered an
advisable shape from an acoustic point of
PLANE SURFACE - specular reflection
view. Mathematically, an ideal ratio is
1.25 : 1 : 1.6; this is sometimes referred
to as the ‘golden ratio’ but many other
ratios work equally well.
Both flutter echoes and room modes
can also be controlled by using non-
parallel facing walls, but this is often
impractical for architectural reasons; the
use of absorption or diffusion is equally
effective.
SIMPLE ANGLED PANELS - diffuse reflection
5.4.4 Diffusion
In addition to the correct RT, the room
should be free from echoes, flutter
echoes, and standing waves and the sound
should be uniformly distributed
throughout the room, both in the
performance and listening areas. To
achieve this without introducing too
much absorption, it may be necessary to
introduce diffusing hard surfaces to CURVED PANELS - diffuse reflection
diffuse, or scatter, the sound. These are
normally angled or convex curved
50 mm to 500 mm (larger depth extends
surfaces but bookshelves, balcony fronts diffusion to lower frequencies)
or other shapes can also provide diffusion,
see Figure 5.4. Acoustic diffusion is a
complex subject, and if calculation of
diffusion is likely to be required a are modelled to promote sound diffusion. Figure 5.4: Surfaces
specialist should be consulted. On the side wall this takes the form of which provide specular and
diffuse reflections
shelving to store percussion instruments,
5.5 Types of room etc. On the back wall, framed pinboards
(with non-absorptive covering) are set at
5.5.1 Music classrooms an angle, breaking up an otherwise plain
Figure 5.5 shows a 65 m2 music classroom surface.
for a range of class-based activities Full length heavy drapes along the back
involving a number of different wall can be drawn across to vary the
instruments. The room proportion avoids acoustics of the space.
an exact square. The height is assumed to The observation window into the
be between 2.7 m and 3.5 m, creating a adjacent control room is detailed to
reasonable volume for the activities (see ensure a high level of sound insulation
Section 5.4.3). The main points to note between the two spaces (see Figure 5.6
about the acoustic treatment of the space and the discussion of control rooms
are described below. below).
To minimise the possibility of flutter The door into the room is of solid core
echoes or standing waves occurring construction with a small vision panel.
between opposing parallel walls, surfaces The door and frame details, Figures 5.7
67
5 The design of rooms for music
thin pile
carpet on
floor
shelving provides surface
modelling to help diffuse
sound
68
The design of rooms for music 5
Figure 5.6: Section
through control room
150 mm (min) dense blockwork window
13x44 mm architrave
914 mm wide
structural opening
Handle
but no
Continuous grounds and
keyhole
fill to frame and opening
1.00 m
69
5 The design of rooms for music
VERTICAL SECTION
PLAN
Figure 5.8: Vertical and 5.5.3 Practice rooms / group useful diffusion to other walls.
horizontal sections through rooms • A full length drape can be pulled
a door installation. Taken
Figure 5.10 shows a typical 8 m2 group across the window to increase surface
from BBC Engineering
room which will accommodate both absorption and reduce loudness.
Guide to Acoustic Practice,
2nd Edition 1990. These instrumental lessons and composition • The window is fairly small and
drawings are reproduced groups and which can be used for positioned in the centre of the wall to
here with the kind individual practice. Points to note are as control the amount of external noise
permission and follows. reaching the space and avoid sound
co-operation of the BBC
• One wall is at an angle of 7° to travelling between adjacent group
avoid flutter echoes (a particular issue in rooms.
small rooms) and prominent standing • Floor and ceiling finishes are as for the
waves. Window and door reveals provide larger rooms.
70
The design of rooms for music 5
framed pinboards set at an angle Figure 5.9: Acoustic
provide surface modelling to promote treatment to music
full length drapes
on two sides used sound diffusion classroom/recital room
to vary acoustic
response store provides
sound insulation
between
classrooms
dimensional ratio
not whole numbers
shelving provides
surface modelling
to help diffuse
sound
71
5 The design of rooms for music
ENSEMBLE ROOM
25 m2
72
The design of rooms for music 5
all observation windows detailed Figure 5.12: Acoustic
for good acoustic insulation treatment to
recording/control room
control room window. Two panes of based on experience of only a few systems
heavy plate glass (of different thicknesses and alternatives should at least be
to avoid the same resonances) are considered. Advice from an independent
separated by an air gap of about designer or consultant familiar with the
100-200 mm. Such a large gap may not full range of available equipment should
always be possible but 50 mm should be be sought.
considered a minimum. Each pane of
glass is mounted into a separate frame to 5.6 Acoustic design of large halls
avoid a direct sound path. The glass is for music performance
mounted in a neoprene gasket to isolate it Large halls designed primarily for music
from the wooden frame. Acoustically are rare in schools, where the main use of
absorbent material, such as mineral wool any large hall is likely to be for assemblies
or melamine foam, is incorporated into and other speech-related uses. Assembly
the reveal to absorb any energy that halls, theatres and multi-purpose halls are
enters the air gap. discussed in Section 4. If a purpose-built
concert hall is required a specialist
5.5.6 Recording studios acoustics designer should always be
A recording studio as such rarely exists in consulted early in the project, but this
a school. The control room for recording section sets out some general principles
may have an observation window onto an which can be considered at the concept
ordinary ensemble room or stage.
professional/recital room. A professional
type recording studio would require a 5.6.1 Shape and size
lower indoor ambient noise level than Key acoustic requirements are sufficient
that given in Table 1.1, and specialist volume to provide adequate reverberation
advice should be sought. and a shape that will provide a uniform
sound field with strong reflections off the
5.5.7 Audio equipment side walls. A rule of thumb is that the
The design and selection of recording volume of a concert hall should be at least
equipment and audio systems is a fast- 8 m3 per member of audience, which is
evolving subject and guidance on specific typically twice that for a theatre or
technologies would be rapidly out of cinema. In most cases this will lead to a
date. Although members of staff within a rectangular floor plan with a relatively
school will have their own preferences for high ceiling. Other shapes, such as the
specific items of equipment, these may be elongated hexagon or asymmetrical
73
5 The design of rooms for music
74
The design of rooms for music 5
that seating must be very absorptive and of theatre or other speech use. Unless the
probably not a preferred type for school volume can be reduced substantially, this
use. A seat which is moderately approach requires large amounts of
upholstered on the seat and back is likely absorbent material to be deployed, which
to be a good compromise. Where tip-up in turn can reduce loudness to the extent
seats are provided they should be at which a speech reinforcement system is
upholstered underneath as well as on the needed. Nearly all auditoria adopting this
seat; otherwise acoustic conditions will be approach depend on high-quality speech
very different during rehearsal and reinforcement systems, which are difficult
performance. Most auditorium seating to design in a reverberant hall.
manufacturers supply acoustic test data.
Where there is no fixed seating, large 2. To design a small volume (not more
areas of acoustic drapes or other operable than 6 m3 per seat) with acoustics suitable
for a theatre, with additional reverberant
acoustic absorption can be used to reduce
volumes accessed by openable flaps or
reverberation in rehearsal conditions when
moveable ceilings. As the volume needs to
the seats are removed.
be increased by up to 80%, with
reasonably even distribution of absorption,
5.7 Design of large auditoria for
this is often impracticable. In the few cases
music and speech
where this approach has been tried, the
Table 5.1 lists the general acoustic
results have been poor because it is
characteristics that are required for a
difficult to provide openings large enough
multi-purpose auditorium.
to be transparent to the long wavelengths
There are four commonly considered
of low frequency sound.
approaches to designing these spaces:
Low ambient noise levels Low noise levels from plant, ventilation, lighting and stage machinery are
required. Noise from outside the auditorium should ideally be imperceptible.
Even distribution of sound The acoustic should not change significantly from one seat to another.
Loudness or acoustic efficiency The sound level reaching the listener should be as high as possible without
compromising other requirements.
Good direct sound The sightlines to the source should not be impeded and distances should be
as short as possible.
Good early reflections Reflecting surfaces around and close to the stage, and reflections off the
side walls and off the ceiling are required.
Feedback to performers Some sound from the stage should be reflected back to the source. This
gives confidence to the performers and helps with musical ensemble.
75
5 The design of rooms for music
76
SECTION
6
Acoustic design and equipment for pupils with
special hearing requirements
77
Acoustic design and equipment for pupils with special
6 hearing requirements
78
Acoustic design and equipment for pupils with special
hearing requirements 6
because of distance, or is masked by for Education[12] identifies the following
babble or steady state background noise listening demands within the classroom:
such as that from a classroom computer • listening to the teacher when s/he is
fan, then the hearing impaired listener facing away from the listener
will have increased difficulty. Listening to • listening when the class is engaged
speech will become particularly effortful in activities
and challenging[10]. • listening to the teacher while s/he is
Children are not only required to listen moving around the classroom
to the teacher but also to other children. • listening when other children are
Children typically have less powerful answering questions
speaking voices[8] and listening to their • listening when other adults are
peers is frequently identified by children talking within the same room
with hearing impairments as being • listening to peers when working in
difficult. One study suggests that 38% of groups
a child’s time in the classroom might be • listening in situations with
spent working in groups and 31% of the competing background noise from
remaining time spent in mat work[11], multimedia equipment.
both situations where listening to other A teacher should manage teaching in
children is important. There are no such a way as to ameliorate the challenges
wholly satisfactory solutions to this. faced by a student with hearing
Technology and careful class management difficulties. However, the better the
have a role to play but considerable acoustic conditions, the less challenging
attention needs to be paid to establishing will be the situations described above.
low reverberation times and maintaining
low ambient noise levels in order to 6.6 Strategies developed to assist
reduce the auditory difficulties. children with hearing and listening
To minimise the challenges to hearing, difficulties
use is often made of small acoustically Effective classroom management by the
treated rooms attached to mainstream teacher is critical in ensuring that the
classrooms in the primary school. These children can have access to all that is
rooms are typically large enough for a spoken and there are many guidelines
group of four to eight children to work available for teachers (see for example
in. To allow supervision by the class publications by the Royal National
teacher they will have a large window to Institute for the Deaf[13], the National
allow a clear view into the classroom. The Deaf Children’s Society[14] and
room will need to have a sufficient degree DfES[15]). Classroom management alone,
of sound insulation from the classroom to however, cannot ensure that speech
allow the children to talk to each other communication is sufficiently audible and
without being disturbed or disturbing the intelligible if the classroom acoustics are
rest of the class. The favourable acoustic not adequate, or if a child has a hearing or
conditions and short distances between listening difficulty.
children and teacher, if present, ensure In order to ensure that children are
that communication is as easy as possible. able to hear the teacher and, to a lesser
extent, their peers, a number of
6.5 Listening demands within the technological solutions have been
classroom developed, see Table 6.2. These solutions
Much of educational activity within that work in tandem with the child’s own
classrooms revolves around speech. Some hearing aids (if used) can be classified as
experts claim that 80% of all classroom either individual technology or whole class
activities require listening and speaking. It technology. In both these cases it is
is important that within any room the important to understand the underlying
acoustic characteristics allow for effective principles when specifying classroom
spoken language communication. The acoustics.
UK version of the Listening Inventories
79
Acoustic design and equipment for pupils with special
6 hearing requirements
Personal radio aids Reduce the effect of the distance between Do not address the needs of group work
speaker and listener directly
Portable and convenient Can require a high level of sophistication to
Particularly useful in situations where there is gain maximum benefit
a poor signal to noise ratio at the position of Benefits can be lost if the child’s personal
the listener hearing aid microphones are used in noisy
environments
Classroom soundfield Reduce the effect of the distance between Do not address the needs of group work
systems the speaker and listener directly
Inclusive technology Poor classroom acoustics (eg high
Benefit to the teacher and the class reverberation times or poor sound separation
Can ensure good signal to noise levels are between neighbouring teaching areas) can
maintained throughout the classroom limit the benefit of this technology
Auditory trainers and hard- Provide excellent signal to noise levels Users are restricted in movement when using
wired systems Provide a high level of sound insulation the device
Can be arranged to allow group work Can be heavy and uncomfortable to use
Not an inclusive technology
Induction loop systems Discreet and cheap Unpredictable acoustic response for the
Most hearing aids have a telecoil facility hearing aid user
Spill over of signal into other rooms
Do not deal with the needs of group work
Susceptible to electromagnetic interference
User normally isolated from environmental
sounds
Table 6.2: Advantages 6.7 Individual technology • reducing the impact of unhelpful
and disadvantages of There are two main types of aid that can reverberation
different technologies for
aiding hearing and listening
be used to assist children’s hearing on an • effectively maintaining a constant
individual basis: radio aids that can be distance between the speaker and the
in the classroom
coupled to a child’s hearing aids, and listener.
auditory trainers that are used with All radio aids have two main
headphones. components: a transmitter and a receiver.
The person who is speaking (usually the
6.7.1 Radio Aids teacher) wears the transmitter. A
Radio aids (also known as radio hearing microphone picks up their voice. Typically
aids or personal FM systems) are widely the microphone is omnidirectional and is
used by children with hearing impairments attached to the lapel of the speaker,
in schools. They help overcome causes of however there are head worn
difficulty in a classroom situation by: microphones available that help ensure a
• providing a good signal to noise ratio consistent transmitted signal to the child.
80
Acoustic design and equipment for pupils with special
hearing requirements 6
The sounds are transmitted by an FM transmitted voice of the speaker. This is
radio signal to the receiver, which is worn good for formal teaching situations but
by the child. The receiver converts the requires considerable skill on the part of
signal to a sound that the child can hear. the teacher to include the hearing
Radio aids are usually used in impaired child in classroom discussion.
conjunction with the child's hearing aids. This solution is less helpful for children
Most children use ‘direct input’ (also engaged in group activity, where the child
known as ‘direct connection’ or ‘audio will need to work with a small group of
input’) to the hearing aids using a lead. peers.
Direct input is a facility available on many Most radio aids are able to operate on a
behind-the-ear (post-aural) hearing aids range of carrier frequencies. For example,
and a smaller number of in-the-ear each school class might have its own
hearing aids. frequency so that there is no interference
Alternatively, the child can use an with a neighbouring class. In the UK,
inductive neck loop - a small wire loop radio aid channels lie in the range
that can be worn over or under clothes. 173.350 MHz to 177.150 MHz. Those
The loop is connected to a radio aid channels in the range 173.350 MHz to
receiver usually worn around the waist or 173.640 MHz are dedicated exclusively to
attached to a belt. use by radio aids. A licence is required to
Direct input is generally recommended use radio aids operating on frequencies
as preferable to the use of a neck loop for between 175.100 MHz and 177.150
children in school. This is because the MHz.
level of sound that a child hears using a The sounds heard by a child using a
neck loop can be variable and there is a radio aid will depend on the quality and
risk of electromagnetic interference from correct use of their own hearing aids. The
nearby electrical equipment. level of amplification is determined by the
Radio aids are also beneficial for settings of the hearing aids, not the radio
children who have cochlear implants. aid. Accepted procedures exist for setting
The radio aid receiver is connected to the up a radio aid to work with hearing aids
child's implant processor using a (a process sometimes known as
dedicated lead. ‘balancing’).
Traditionally, radio aid receivers have A general principle is that if a child uses
been worn in a chest harness or on a belt. a hearing aid, then the child is also likely
Recent developments include miniature to find a radio aid helpful in many
radio aid receivers that connect directly to classroom situations.
a hearing aid and are worn entirely Radio aids have often been seen as the
behind-the-ear. Behind-the-ear hearing solution to poor acoustics in the
aids that include built-in radio aid classroom. However, it must be noted
receivers are also being manufactured. that they only partially solve the problem;
Most radio aids can be set up so that the solution must lie in addressing the
the child will not only hear the voice of issue from three directions:
the speaker using the transmitter, but also • the class teacher and classroom
environmental sounds such as their own management style
voice and the voices of other children • technology that assists listening
near to them. Radio aids can do this in a • careful attention to classroom acoustics.
number of different ways and it is often Current information about radio aids is
necessary to strike a balance between available from a number of sources
allowing the child to hear the voices he or including the National Deaf Children’s
she needs to listen to and the impact of Society[16].
hearing unwanted background noise.
For the best listening condition the 6.7.2 Auditory trainers and hard-
hearing aid user will normally be required wired systems
to mute his or her microphone on the An auditory trainer is a powerful amplifier
hearing aid and listen exclusively to the used with high-quality headphones. As a
81
Acoustic design and equipment for pupils with special
6 hearing requirements
large, stand-alone piece of equipment, an There is, however, a trend to use the
auditory trainer can be designed without inclusive technology termed ‘sound field
the restrictions of size that exist with amplification’ to ensure that the signal
typical behind-the-ear hearing aids, and a level of the speech is delivered to all parts
good quality high level sound output with of the classroom at an appropriate level
extended low and high frequency range above the background noise. This
can be achieved. technology is of benefit for all with
Within the mainstream educational listening difficulties in the classroom, not
environment, auditory trainers are most just the hearing aid user, and has particular
likely to be used for short periods of benefits for classroom management and
individual work and speech therapy the voice of the class teacher.
sessions. However, it is also possible to It is important to note that whole class
link several auditory trainers together for technology is not a substitute for
group work. In some schools for deaf remedying poor classroom acoustics.
children this equipment is permanently However, it can be particularly valuable in
installed within a classroom. The teacher’s maintaining good signal to noise levels
voice is picked up by a microphone and and improving classroom management.
the output is available at every desk. Each Soundfield amplification systems are also
child wears headphones that are configured used in conjunction with personal radio
to meet their individual amplification aids. In situations where a deaf child is
requirements. The children may also wear part of a mainstream class, advice should
microphones to enable everyone in the be sought from members of a relevant
class to participate in discussions. professional group (educational
audiologist, clinical audiologist or teacher
6.8 Whole class technology of the deaf) as to the most appropriate
Figure 6.1: A simple The use of a personal system is sometimes technology.
schematic drawing of a essential for a hearing aid user to be able
soundfield system in a
typical classroom
to succeed in a particular environment. 6.8.1 Whole classroom soundfield
systems
Soundfield systems provide distributed
sound throughout a classroom. They use
Teacher radio microphone Optional Optional a wireless link between the microphone
system student (shared) system personal FM receiver(s)
Headworn
and amplifier which will operate on VHF,
microphone UHF radio or infra red frequencies.
Radio Soundfield systems have been shown to
microphone
transmitter Handheld radio microphone be beneficial for hearing children and
children with a mild or temporary hearing
Antenna 1 Antenna 2 Optional second Personal FM loss. They will not by themselves usually
receiver transmitter
provide sufficient improvement in signal-
Radio microphone Radio microphone to-noise ratio for a child with a significant
receiver receiver
hearing loss, when a personal radio aid is
also usually necessary.
A soundfield system is perhaps more
Optional MIXER/AMPLIFIER widely known as a sound reinforcement
Music system; the term ‘soundfield’ system
or Loudspeakers originated from the field of Audiology
AV player connected
as required and continues to be associated with
classroom sound reinforcement systems.
Notes: The technology has matured since it was
1. Main system shown in blue.
2. Optional handheld transmitter can share receiver with teacher first introduced into classrooms in the late
transmitter. Transmitters must be switched on and off as required.
3. Alternative second receiver allows simultaneous use of teacher 1970s in the USA, and has evolved to
and student transmitters. take into account new technologies and
4. Personal FM transmitter(s) for use by pupils with serious hearing
impairment can be connected to output of system. teaching management styles. Its benefits
5. CD, cassette and/or video player can optionally play through
the system. have been variously described as:
82
Acoustic design and equipment for pupils with special
hearing requirements 6
The four speaker layouts were investigated using a
computer model to predict the interference effects due to
1 phase changes of the speaker outputs.
1 Speakers mounted one quarter of wall length from Layouts 1 and 4 using wall mounted loudspeakers are
corners, mounted flush with wall, at 2 m height, directed recommended where ceiling mounted units are not
to point on floor at angle of about 60°. practical. For layout 1 speakers should be mounted at
2 Speakers mounted at centre of room, 600 mm apart in least 1 m from the side wall. Location of wall mounted
square orientation, directed to the room corners. speakers at least 2 m above the floor, and at least 600
3 Speakers mounted flush with ceiling, facing directly at mm below the ceiling is recommended. Brackets should
floor, in centres of 4 quadrants of the ceiling. keep the loudspeakers very close to the wall to minimise
4 Speakers mounted in room corners, directed to centre self-interference effects.
of room.
• academic improvements for all class components of a soundfield system. A Figure 6.2: A plan of a
members possible detailed specification is included classroom showing four
alternative speaker layouts.
• more on task behaviour in Appendix 9.
The speakers are drawn
• greater attentiveness Where a soundfield system has not horn-shaped to show the
• improved understanding of instructions been designed specifically for the directionality of the speaker
• less repetition required from the teacher classroom it should be used for a trial output, although many
• improved measures of speech recognition period before being selected from the modern speakers are flat
• reduced voice strain and vocal fatigue range available. The manufacturers and
for the teacher. resellers should all provide installation
information including commissioning of
6.8.2 System overview installations, operating instructions and
Figure 6.1 shows a simplified block ongoing support. Large rooms or rooms
diagram of a typical soundfield system. that are unusually shaped will usually
Each element shown can be a separate need specialist advice. Teachers must
unit, or some of these can be combined receive adequate training in using the
into an integrated unit. The current trend systems.
is for manufacturers to create more
integrated products, designed especially 6.8.3 Personal soundfield systems
for classroom soundfield use. Typical A child who cannot physically wear a
arrangements of loudspeakers are shown conventional hearing aid, who has a
in Figure 6.2. unilateral hearing loss, or has Central
Table 6.3 describes the various Auditory Processing Disorder or
83
Acoustic design and equipment for pupils with special
6 hearing requirements
Loudspeaker The purpose should be to provide high quality Often the location of loudspeakers is
Wall mounted, ceiling distributed sound reinforcement throughout the determined by the necessity to fit in with the
mounted and flat panel whole classroom and over the whole speech current use of the classroom, when not
speakers are used in frequency range. Selection of appropriate installed as part of the original building work.
schools. speakers should therefore address this
requirement.
Microphone and This should be a high quality system which In order to retain good dynamic range a
transmitter retains both the frequency and dynamic compander system is typically required (see
Using Infra red, UHF or properties of speech. It is important that Figure 6.3). A head worn microphone can
VHF carrier frequencies teaching styles can be accommodated so a improve the consistency of the transmitted
and high quality choice of microphones should be available. signal and help to prevent feedback that is
headworn or lapel It is important that the transmitter can operate present in systems that do not have feedback
microphones. Radio without interference from other systems or control technology. However teachers often
system information is from public services. like a choice of microphone and will use
available at headworn, lapel or wrap around microphones
www.radio.gov.uk depending on activity and personal
preference. Battery life of at least one school
day is essential for a transmitter if it is to be
acceptable for school use.
Receiver Will provide a complementary system to the A compander technology and diversity system
Matched to the transmitter, avoiding interference or frequency is particularly suitable for classroom use,
Transmitter dropout. ensuring good dynamic range and avoiding
frequency dropout respectively.
Some teaching situations require twin channel
inputs, so that a pass around radio
microphone can be used.
Where infra red systems are being used
separate additional receivers might be
necessary to avoid ‘blind spots’.
Amplifier The amplifier should be correctly matched to Some schools might require an additional
the loudspeaker system. It should offer a wide output facility for use by deaf children with
flat frequency response which can be adjusted personal FM systems.
if necessary. It should allow for additional The amplifier is usually combined with the
inputs from multimedia within the classroom, receiver unit.
such as the TV, computer and radio and
outputs to radio systems.
84
Acoustic design and equipment for pupils with special
hearing requirements 6
Technology Advantages Disadvantages
Infra red Physically limited to enclosed room Occasionally needs extra IR receivers in
Frequency range Allows equipment to be shared between rooms a room
2.3–2.5 MHz Wideband transmission
Can be used with personal hearing aids using a neck
loop (an induction loop worn round the neck)
Radio VHF narrowband Reserved frequency bands for use in schools Poor signal quality when compared to
173.35–177.15 MHz Many frequency bands available wideband
Equipment compatible across manufacturers
Radio UHF wideband Can allow a higher quality signal than narrow band Not available for personal FM equipment
790–865 MHz equipment
Many frequency bands available, although a site licence
might be required
Microphone Radio
pre-amplifier Compressor FM transmitter link FM receiver
Power
A B amplifier
Expander
C D
85
Acoustic design and equipment for pupils with special
6 hearing requirements
86
Design of acoustic criteria for pupils with hearing impairments and
special hearing requirements 6
inductive couplers (a form of induction
loop).
Induction loop systems should be EXPLANATION OF TECHNICAL TERMS CONTINUED
installed in accordance with British
Standard BS7594. Their advantages and High impedance, 70 V or 100 V amplifiers and loudspeakers
disadvantages are listed in Table 6.2. If an amplifier is rated for 70 V or 100 V, then it is a high impedance
amplifier. It will also have a power rating. High impedance loudspeakers,
rated at 70 V or 100 V must be used. All loudspeakers should be either 70
6.8.6 Audio-visual equipment
V or 100 V. In this case the loudspeakers are simply wired in parallel and
Wherever possible, classroom equipment their individual power requirements are added up. Thus four 100 V
should be integrated with the assistive loudspeakers rated at 5 W would be wired in parallel and will provide a 20
listening devices used by deaf children. W load to the amplifier. External transformers can be added to low
For example, the audio output from audio impedance loudspeakers to convert them for high impedance use. The
advantage of this method is simple wiring. PA, paging and SFS
visual equipment, televisions and cassette
loudspeakers are usually 100 V types in the UK.
recorders, can be connected to radio aid
or soundfield transmitters. ‘Direct input’
leads are available to enable the audio
Radio Microphone System
output of computers or language
laboratory equipment to be connected Compander system (See Figure 6.3)
directly to a child’s hearing aid. FM (frequency modulated) radio links provide a signal to noise ratio that is
determined by the modulation bandwidth of the transmitter. Wider
6.8.7 Other assistive devices bandwidths allow fewer channels in a band of available frequencies, so
There is a wide range of other devices regulations limit the bandwidth to two system types described as wideband
FM and narrowband FM. Even wideband provides a limited signal to noise
that can be used by deaf children in
ratio of about 65 dB from real products. This is adequate if everything is
school, besides those that primarily assist perfectly adjusted so that a user's voice hits just below the maximum
listening. These include subtitled and permitted signal level. However real users vary their voices, different users
signed video, speech recognition software share systems AND they are often not correctly adjusted anyway. A
and text telecommunication devices, eg compander system combines a compressor on the transmitter of the
system, and an expander on the receiver. The two are matched in their
telephones.
action so that the result on the receiver output is very close to the original
For further details of these devices input signal. What happens is that a larger signal range of say 90 dB is
contact the professional or voluntary compressed by 50% to fit into 45 dB. This allows for an improved safety
organisations listed at the end of this margin in the transmitter so that it does not overload, and allows a wide
section. Furthermore, it is recommended working range that will tolerate user variations. At the receiver the 45 dB
to seek advice to ensure that all public range is expanded back to 90 dB. This pushes the system noise down and
the signal up. The result is a signal free from distortion due to overload and
spaces meet the needs of deaf and hard of
with a much reduced background noise when a soft talker is turned up at
hearing people. the receiver.
87
Acoustic design and equipment for pupils with special
6 hearing requirements
places where children can interact within audiological management of the hearing
a favourable acoustic environment. impaired child. Case Study 7.6 describes a
It is not uncommon for these rooms to junior school with a hearing impaired
be used for ‘reverse integration’, where a unit, now renamed as the RPD (Resource
small group of children from the Provision for the Deaf). The
mainstream work with the hearing characteristics of rooms in an RPD are:
impaired children. Occasionally this • excellent sound insulation
provision may be directly attached to a • very short reverberation times
mainstream class in the form of a ‘quiet • very low ambient noise levels
room’ leading from the classroom. In • flexible space for individual and small
other situations the accommodation group work
might be a separate room or even • good lighting
building. Teachers and support • storage facilities for audiological
professionals might also use the areas for equipment.
a range of activities involved in the
Organisations
Glossary
Term Explanation
Natural-oral approach An approach to the education of children with hearing impairments that
seeks to promote the acquisition of spoken language using residual
hearing.
Residual hearing A term used to describe the hearing abilities that remain in the case of a
hearing impairment.
Hearing aid A battery powered device worn by an individual, either behind the ear or in
the ear. A hearing aid will be selected and programmed to provide the
maximum audibility of the speech signal consistent with an individual’s
residual hearing.
Cochlear implant A special kind of hearing aid where the inner ear is directly stimulated
electrically via an implanted electrode.
Central auditory processing difficulty A broad term used to describe listening difficulties, which are not due to
the outer, middle or inner ear.
Radio aid An assistive listening device, designed to provide an FM radio link between
a transmitter (usually on the speaker) and the listener (coupled directly to
the hearing aids).
88
Design of acoustic criteria for pupils with hearing impairments and
special hearing requirements 6
6.10 Beyond the classroom References
As far as possible children with hearing [1] M Eatough, Deaf Children and Teachers of
impairments should be included in all the Deaf England, BATOD magazine, 2000.
school activities. Improving listening [2] S Powers, S Gregory and
conditions through better acoustics is a E D Thoutenhoofd, The Educational
Achievements of Deaf Children, DfES, 1998.
very important part of this, but not the
[3] J M Bamford, et al., Pure tone audiograms
only relevant factor. There are many
from hearing-impaired children. II. Predicting
others such as teaching style and context, speech-hearing from the audiogram. Br J
staff training, deaf awareness issues, and a Audiol, 15(1), 3-10, 1981.
whole school approach to special [4] M Picard and J S Bradley. Revisiting
educational needs. speech interference in classrooms.
Classrooms are not the only places Audiology, 40(5), 221-44, 2001.
where hearing impaired children interact. [5] BATOD, Classroom Acoustics -
It is often overlooked in school design, Recommended standards. 2001.
but critical learning and interaction takes [6] ASHA, Position Statement and guidelines
place outside the classroom, and if for acoustics in educational settings.
hearing impaired children are to be fully ASHA, 37(14), 15-19, 1995.
[7] S Gatehouse and K Robinson. Speech
included, attention should be given to all
tests as a measure of auditory processing,
areas of the school where the children
in Speech Audiometry, Second Edition,
might be expected to interact with others. M Martin, (Editor) Whurr: London, 1997.
These areas include rooms where aspects [8] A Markides, Speech levels and speech-to-
of the curriculum are delivered: libraries, noise ratios. Br J Audiol, 20(2), 115-20, 1986.
assembly areas, sports halls, music rooms, [9] J A Mattiske, J M Oates and
ICT suites and gymnasia. In these areas K M Greenwood. Vocal problems among
the need for good speech communication teachers: a review of prevalence, causes,
is essential although constrained by the prevention, and treatment. J Voice, 12(4),
activities taking place. 489-99, 1998.
Inclusion in most music activities [10] T Finitzo-Hieber and T W Tillman. Room
requires good acoustic conditions, good acoustics effects on monosyllabic
word discrimination ability for normal and
planning and structuring of lessons, and
hearing-impaired children. J Speech
the appropriate use of assistive listening
Hear Res, 21(3), 440-58, 1978.
devices. [11] O Wilson et al., Classroom Acoustics,
Perhaps the most difficult areas for Oticon Foundation in New Zealand: Wellington,
inclusion are large spaces such as assembly 2002.
halls and sports halls. These areas require [12] D Canning. Listening Inventories For
careful design and forethought. Education U.K., in LIFE UK, City University,
In other areas, not used for delivering London, 1999.
the curriculum, children still need to be [13] RNID, Guidelines for mainstream teachers
able to interact verbally. These include the with deaf pupils in their class.
corridors, cloakrooms, medical rooms, Education guidelines project, RNID, 2001.
school office, dining room, play areas and [14] National Deaf Children’s Society, Deaf
Friendly Schools – a Guide for Teachers and
toilets. In these communal places
Governors, NDCS, 2001.
important social interaction often takes
[15] DfES, Special Education Needs Code of
place and if inclusion is to be effective, Practice, DfES/581/2001.
these areas need to be designed with the [16] B Homer, R Vaughan and K Higgins, Radio
acoustic needs of the hearing impaired Aids, NDCS, 2001.
child and the child with listening [17] National Deaf Children’s Society, Quality
difficulties in mind. Standards in Education - England, NDCS, 1999.
89
90
SECTION
Case studies
This section contains ten case studies which illustrate some of the principles of
the acoustic design of schools described in previous sections, and give
examples of solutions to problems of poor acoustics in schools.
7
Page
Case study 7.1 – Remedial work to a multi-purpose hall in a county primary school 93
Case study 7.2 – An investigation into the acoustic conditions in three open-plan
primary schools 97
Case study 7.3 – Remedial work to an open-plan teaching area in a primary school 107
Case study 7.6 – A junior school with resource provision for deaf children 123
Case study 7.7 – An all-age special school for hearing impaired children 129
91
92
Case Study 7.1: Remedial work to a multi-purpose hall
in a county primary school 7.1
The school is situated at a considerable battens and felt. The shallow pitched
distance from the main road running ceiling is formed from tongue and groove
through a large village in a quiet timber boards (119 mm by 19 mm),
residential area. In the early 1990s, it was overlain with 150 mm thermally
extended by adding seven new classbases insulating mineral wool batts. The roof
and a new multi-purpose hall. Activities in void increases from a height of 200 mm
the hall include assemblies, singing, at the eaves to 2 m at the ridge.
concerts and physical education. The hall Large external windows with opening
is of particular interest because it required lights are located in the north east and
remedial measures not long after complet- south east walls with a row of smaller high
ion to alleviate acoustic problems that level opening lights located in the external
were being experienced by teaching staff. wall to the south west, above the
The new hall is adjacent to playing circulation corridor. The circulation
fields and background noise levels around corridor connects the hall to the main
the school are low. Therefore there is building at ground floor level via glazed
little disturbance to occupants of the hall doors in a glazed screen. The corridor
from external noise. also provides a useful acoustic buffer
The hall is built of conventional between the hall and the nearby
masonry cavity walls comprising 100 mm classrooms and offices. External windows
facing brick outerleaf, 50 mm cavity, and and doors are all thermally double glazed.
140 mm blockwork inner leaf with a Internal doors and the glazed screen are
plaster finish. A plan and section of the of 6 mm glass.
hall are shown in Figure 7.1.1. Wall bars and similar apparatus are
The roof has a hipped form and is supported off the two long walls. The
constructed of steel trusses with 100 mm floor is of sprung timber strip to
by 50 mm softwood rafters at 600 mm accommodate physical education, dancing, Figure 7.1.1: Plan and
centres. It is covered with slates on etc. The hall is naturally ventilated. section of the new hall
showing extent of remedial
treatment
N
Ci
r
do
rc
rri
ula
co
tio
n
n
io
co
lat
r
u
rid
rc
or
Ci
Glazed screens
curtains provided
over glazed doors
and windows
wall bars
Section
93
Case Study: Remedial work to a multi-purpose hall
7.1 in a county primary school
The new hall suffered from: below and the resulting multiple
• poor speech intelligibility, particularly reflections were detected as a longer
with small groups of 30 or less reverberation time (RT) near the
• distortion or colouration of speech centreline. This effect caused sounds to
• unusually high background noise appear louder than normal and coloured
noise levels, eg from the shuffling of or distorted.
children’s feet. To rectify these faults, it was proposed
Teachers found that they could that the ceiling should be made
improve speech intelligibility slightly if acoustically absorbent. This would reduce
they slowed down their normal rate of the RT to a level suitable for primary
speech or addressed groups of pupils from school uses and reduce the focusing
a sidewall rather than near the centreline. effect.
In fact, speech from around the centreline Although it provided a solution in this
of the hall appeared louder than normal case, it is not normally advisable for
and sounded coloured or distorted. ceilings to be sound absorbing in rooms
An acoustical assessment showed that where good speech intelligibility is a
speech was most distorted when both requirement. If the size, shape and
speaker and listener were near the geometry of the space are right in the first
centreline. Flutter echoes and enhanced place, then the ceiling should be reflective
reverberation were clearly evident and to sound. The reason for the success of
disturbing. When speaker and listener the ceiling treatment in this case was the
were both near a side wall the conditions overriding need to make a substantial
were less severe although still poor. reduction in RT and the fact that the
The acoustical faults correlated well floor has a timber finish, which provides a
with the teachers’ complaints. The useful reflection path in the absence of a
majority of complaints stemmed from comparable reflection from the ceiling.
excessive reverberation, attributable to the The school wanted to retain the timber
predominantly hard surfaces in the hall. ceiling. Therefore the timber boards were
Both floor and ceiling were hard and taken down and a series of 20 mm by 200
acoustically reflective. Excessive mm slots were cut into them (see Figure
reverberation caused consecutive syllables 7.1.2) to give an open area of
in speech to run into one another, approximately 25%. A mineral fibre
reducing intelligibility. acoustic quilt, 25 mm thick, was laid
This problem was compounded by the directly over the slots in the ceiling void.
shape of the ceiling. It has a shallow pitch The quilt was faced with an acoustically
with hipped ends, similar to an inverted transparent black scrim on the hall side
concave dish. Sound focused by the hard for aesthetic reasons. The existing layer of
reflective ceiling onto the hard floor thermal insulation was replaced over the
acoustic quilt. Figure 7.1.1 indicates the
area of the ceiling that was treated. The
Figure 7.1.2: Detail of acoustic treatment to the timber ceiling is
timber slats used to line considered to be in keeping with the
the hall ceiling
appearance of the hall (see photograph,
Figure 7.1.3).
20
94
Case Study: Remedial work to a multi-purpose hall
in a county primary school 7.1
Figure 7.1.3: The hall ceiling
after acoustic treatment
reverberate around the hall in a horizontal remedial work. Two sets of measurements
plane, particularly when occupancy is high were made; one with the source and
and the floor is obscured. Under certain receiver on the centreline of the hall and
conditions, this manifests itself as the other with the receiver positioned 2 m
distracting flutter echoes between the from a side wall. Measurements were
hard parallel side walls. One teacher made while the space was unoccupied.
reported this effect as a disturbing Curtains were pulled back to their normal
‘ringing’ noise whilst rehearsing music bunched positions either side of internal
and dance with a small group of children and external doors and windows. This
at the south west side of the hall.
Following implementation of remedial
acoustic treatment to the ceiling, the Figure 7.1.4: Example of
response from the teachers to the acoustically diffusing panel
95
Case Study: Remedial work to a multi-purpose hall
7.1 in a county primary school
4
3.8
3.6
3.4
3.2 measured on centreline before treatment
3 measured 2 m from side wall before treatment
2.8
2.6
Reverberation time, s
2.4
2.2
2
1.8
1.6
1.4 Range of mid-frequency
1.2 reverberation time, Tmf, for
1 primary school hall from
Table 1.5
0.8
0.6
spatially averaged RT
0.4 after acoustic treatment
0.2
0
125 250 500 1000 2000 4000
Octave band centre frequency, Hz
Figure 7.1.5: Measured arrangement was considered to produce acoustic absorption will need to be
reverberation time in the the most reverberant condition likely to accommodated in the ceiling. Ideally,
new hall before and after
be encountered during every day small absorbent and reflective surfaces should
implementation of acoustic
measures group activities. be more or less evenly distributed on
Before remedial work, the measured both walls and ceiling. This case study,
Tmf was 2.8 seconds on the centreline but where modification of the existing ceiling
fell to 2.5 seconds along the side of the was complicated and costly, highlights the
hall. Figure 7.1.5 shows the measured RT importance of considering the acoustic
curves as a function of frequency. The requirements at the design stage.
Tmf after treatment is generally within
the range for a primary school hall, which
should be between 0.8 and 1.2 seconds.
Concerts and musical activities take
place in less reverberant conditions than
before, with substantial reductions in
colourations and distortions. These
conditions have been found to be
satisfactory. The introduction of acoustic
absorption into the ceiling of the new hall
has been successful in providing acoustic
conditions which are suited to primary
school uses.
It is clear from this study that the
acoustics of a hall are of fundamental
importance in the effective functioning of
this key space in a primary school. In
many halls, hard wall and floor finishes
will be necessary and the required
96
Case Study 7.2: An investigation into the acoustic conditions in three
open-plan primary schools 7.2
An investigation of the acoustic
Mid-frequency Table 7.2.1: Classroom
conditions in three recently built open mid-frequency
Room reverberation time (s)
plan primary schools was carried out. reverberation times
Sound insulation between classrooms and Y1 0.4
reverberation times and sound levels in G1 0.4
unoccupied classrooms were measured. G2 0.4
The effect of noise from adjacent areas
on speech intelligibility within the
learning bases was assessed. The Speech Classroom Y1 Classroom Y1 Practical area
Transmission Index (STI) was measured occupied unoccupied unoccupied
in the classrooms using Maximum Length
Sequence (MLS) analysis equipment as LAeq,10min (dB) 62.7 42.4 54.2
described in BS EN 60268-16. In each
case an artificial mouth, positioned where
the teacher usually stood during lessons,
was used to produce a reference signal after school activities. The sound level in Table 7.2.2: Sound
which was received by a microphone at the unoccupied practical area was measured levels in Yellow team area
different positions within the room. with lessons being conducted in all the
Speech intelligibility was rated using the adjacent teaching rooms.
measured STI values. As the school was in use, 10 minutes
was the longest practical time period for
7.2.1 School 1 the measurements of indoor noise levels.
(pupils aged 5 -11 years) The speech transmission index (STI)
The layout of the school is shown in was measured at 5 positions in the
Figure 7.2.1(a). The walls are full height unoccupied room G3 with and without
between the classrooms and the corridors, masking noise being generated in rooms
with teaching areas accessed via open G1 and G2. The position of the artificial
arches from the corridors The two mouth and the 5 microphone positions
teaching areas on each side of the are shown in Figure 7.2.1. The masking
corridors are open plan, being separated noise had the same level as was measured Table 7.2.3: Average STI
only by a quiet/IT area. Measurements during the science lesson in classroom Y1 values in unoccupied room
were conducted in the Yellow and Green and was shaped to give similar levels, in G3 with and without
masking sound in rooms
team areas indicated. The layout of the the third octave frequency bands between G1 and G2
Green team area with measurement 50 Hz and 5 kHz, as those measured.
positions is shown in Figure 7.2.1(b).
97
Case Study: An investigation into the acoustic conditions in three
7.2 open-plan primary schools
Team 4
Practical Area
Yellow Team Yellow Team Studio 3 Blue Team
Second Quiet/I.T.
Hall Y3 Area
Y2 Key Stage 2
Library
Kitchen
Studio 2
Blue Team
Servery P.E.
Store
Team 3
Practical Area Blue Team
Rainbow
Room First
Hall Key Stage 1
Library
G1 H16
(a)
Figure 7.2.1:
School 1 layout Servery P.E.
(a) Whole school Store Key:
(b) Green Team test area m Artificial mouth used for speech
intelligibility test
2 Microphone positions
First
Hall Key Stage 1
Library
G1 H16
Team 2
Practical Area
1 2
Foyer m
c. Store 5 Green Team
3
Quiet/I.T.
G3 4
G2
Area
(b)
98
Case Study: An investigation into the acoustic conditions in three
open-plan primary schools 7.2
The STI measurement results are shown heard clearly in classroom Y1. This was a
in Table 7.2.3. result of her feeling the need to admonish
The results of sound insulation a pupil for holding a conversation from
measurements between classrooms are the open corridor with one of her class
shown in Table 7.2.4. members.
The behaviour of the teachers and
Discussion pupils did not appear to be unusual and
This school was selected for investigation the strong impression was given that the
primarily because it had been reported day of the investigation was a typical
that the school’s open-plan design worked school day.
well. The head gave the impression that The measurements of the Speech
he strongly favoured the open-plan layout Transmission Index (STI) showed that
and stated that he had been closely speech intelligibility was reduced
involved with the design process of the considerably during an interactive science
new school. However, other members of lesson in classroom Y1. This was due to
staff were less enthusiastic. the increased sound level (LAeq,10min)
A team leader in the school stated that during the lesson.
the open-plan design suited the teaching The mid-frequency reverberation time
practices in the school although it had in each of the classrooms was 0.4 seconds,
taken some time to get used to at first. which is acceptable for classrooms for
Other teachers were forthright in their hearing impaired pupils. Because of this,
disapproval of the school’s design and the in the absence of children and teachers,
restrictions that it imposed. the measured STI rating varied between
Of the teachers whose opinions were good and excellent in unoccupied
canvassed, the majority stated that they classroom G3. However, when masking
felt the open-plan design led to problems noise was generated in room G2, the STI
associated with disturbance. Timetabling rating was reduced to poor and fair in
was organised so that the activities in positions 3, 4 and 5. This suggests that,
adjacent teaching areas produced similar when the teacher is speaking to the class
levels of noise in order to avoid from the usual position, pupils sitting
disturbance to pupils involved in quiet closest to room G2 are likely to
activities. experience more difficulty understanding
According to the teachers consulted, the teacher’s words than other pupils in
usually the arrangement was acceptable the classroom due to noise emanating
but problems could be caused if a teacher from room G2. The measurement of STI
unfamiliar to the pupils was taking a class showed that noise generated in G1 had
in an adjacent area. In such circumstances no significant measurable effect on speech
the usual strict enforcement of discipline intelligibility in room G3. This is likely to
on the children could be subverted be due to the stagger between the
leading to disturbance in adjacent areas. entrances to rooms G1 and G2 on
The measured levels in the unoccupied opposite sides of the corridor.
Yellow team practical area and classroom It should be noted that STI is an
Y1 were greater than those specified in objective measurement of speech
Section 1. In the practical area, it can be intelligibility, and cannot quantify
assumed that the measured level was disturbance to pupils. Disturbance may
affected by sound from adjacent occupied depend, for example, on whether pupils
classrooms. For example, it was noted perceive sound generated in adjacent areas
that during measurements in the to be interesting or threatening.
unoccupied practical area one of the
teachers constantly reminded the children
to work quietly by uttering the command
“Shh” at regular intervals. At a different
time, a teacher in classroom Y4 raised her
voice sufficiently for her words to be
99
Case Study: An investigation into the acoustic conditions in three
7.2 open-plan primary schools
nursery wc
s
intelligibility test corridor store
se
store staff
as
room
cl
2 Microphone positions store
classroom
io
n
male t 1
staff room female library
c ep
re classroom
2
group
staff toilets
teaching
mtr workroom food
secretary headteacher
r
ke
office science/
re
ca
wc
kitchen plant studio/ boys stockroom technology 3
medical
store
room music room classroom
library 4
dis'd wc girls
servery
entrance classroom toilets
foyer 2 classroom 5
store
3 classroom 6
junior dining/
studio pe m
classroom 7
chair hall store
classroom
store 8 Partitions between classrooms
9 1 toilets
4
to about 600 mm below ceiling
toilets
with single glazing between
store toilets partition and ceiling
100
Case Study: An investigation into the acoustic conditions in three
open-plan primary schools 7.2
First, measurements were conducted at
Microphone Masking
the positions indicated in Figure 7.2.2,
position level (dB(A)) STI Rating
without any masking noise in adjacent
areas. After this, white noise was 1 0.656 Good
generated as masking sound in room 9 to 2 0.616 Good
represent noise from an occupied 3 0.640 Good
classroom and STI was measured in 4 0.588 Fair
positions 3 and 4 in room 8. Masking 3 60 0.459 Fair
levels of 60 dB(A) and 70 dB(A) were 3 70 0.263 Bad
used. White noise was used as masking 4 60 0.541 Fair
sound because no pupils were in the 4 70 0.430 Poor
school during the measurements.
Therefore, a typical classroom sound
spectrum could not be recorded and used these were alleviated by the addition of Table 7.2.5: Average STI
as the masking signal. The artificial acoustically absorbent panels on the wall values in classroom 8 with
opposite the classrooms. No other adverse and without different levels
mouth was positioned 1m in front of the
of masking noise in
white board on the wall between rooms 8 comments about the acoustics in the classroom 9
and 9. as shown in Figure 7.2.2. school were made by any of the teachers
The average STI values measured are interviewed although one teacher did
shown in Table 7.2.5. describe an unusual situation caused by
Table 7.2.6 shows the measured the lack of acoustic isolation between
airborne sound insulation between classrooms.
classrooms in terms of the weighted
BB93 standardized level difference Table 7.2.6: Measured
(DnT(0.8s),w). Table 7.2.7 shows the Rooms DnT(0.8s),w (dB)
sound insulation between
measured sound levels in the classrooms classrooms
with a sound source in classroom 9. 7 and 8 13
9 and 4 28
Discussion
Brief discussions were held with the head
of the school and a few other teachers The same story was being read to
before and after measurements began. pupils in adjacent classrooms at the same
The head stated that she liked the open time. The teacher said that she became
plan design since it meant that pupils aware that her colleague in the adjacent
were accustomed to seeing her and she classroom was one or two words ahead of
could enter classrooms without causing her in the story. She described the
undue disturbance. situation as being “like hearing an echo”
When the school was first used, and attempted to speed up her reading in
problems with high noise levels had been order to synchronise the delivery to both
experienced in the reception class area but classes.
The design of the school means that
acoustic isolation between classrooms and
the area outside the classrooms would be
expected to be low. The results of the
measurements taken bear this out. 13 dB
DnT(0.6s),w between classrooms 7 and 8
Table 7.2.7: Sound levels
is a very low level of sound insulation. in classrooms 4, 5, 6, 7, 8
Indeed, 28 dB DnT(0.6s),w between and 9 with sound source in
classroom 9 and classroom 4 (which are classroom 9
Classroom 4 5 6 7 8 9
101
Case Study: An investigation into the acoustic conditions in three
7.2 open-plan primary schools
not adjacent, see Figure 7.2.2) is better screened from classroom 9 than
significantly lower than the 45 dB position 3 where there was an almost
between adjacent classrooms required in uninterrupted path between the two
Table 1.2 of Section 1. rooms owing to the lower dividing
Comparison of STI values in a partition at this point. The measurements
classroom with and without masking show that speech intelligibility in position
noise generated in an adjacent classroom 3 is reduced by masking noise generated
demonstrates that there is a significant in room 9. The masking noise had less
reduction in speech intelligibility due to effect on STI in position 4 than in
the masking noise position 3. However, position 4 had the
The data in Table 7.2.5 show that the lowest STI value of the four measurement
STI values and, consequently, speech positions. This is largely due to the
intelligibility were reduced in the two artificial mouth being directed into the
positions used for the measurements classroom perpendicularly from the wall.
when masking noise was generated in the Directing the artificial mouth towards
Figure 7.2.4: School 3
layout showing recently adjacent classroom and when the level of position 4 would have increased the STI
added extensions the noise was increased. Position 4 was value at this position. Thus, unless the
Recently added
extensions m
8 3
7 5 4
Curtains 2
to this extension Curtains to screen
removed classroom openings
during test
6 1
10
Key:
m Artificial mouth used
for speech
intelligibility test
102
Case Study: An investigation into the acoustic conditions in three
open-plan primary schools 7.2
teacher is looking directly at a child at this
Room Mid-frequency Table 7.2.8: Classroom
position, the speed intelligibility will only mid-frequency
be ‘fair’. reverberation time (s)
reverberation times
Since the mid-frequency reverberation 9 0.4
time measured in two of the classrooms 6 0.7
was 0.5 seconds problems with speech 5 0.9
intelligibility can be attributed to high 3 0.6
ambient noise levels in the classrooms. 4 0.6
Because the sound insulation between the
rooms is so low, it is likely that noise
generated in adjacent areas will contribute Room Lesson type LAeq,3min (dB) Table 7.2.9: Sound levels
to the overall sound levels in the rooms. in occupied classrooms
5 Project work 74.9
7.2.3 School 3 6 Literacy 69.7
(pupils aged 4 -8 years) 4 Project work 69.3
This is a recently built school which has 3 Numeracy 69.8
been extended. The extensions 10 Project work 66.2
accommodating rooms 1 to 8 are shown 9 Room empty 56.2
in Figure 7.2.4. Measurements were
conducted in the original school building
with children present and in the
extensions both with and without the better as a group
children present. • she felt that open-plan design allowed
more flexibility
Measurement results • she felt that organising pupils in
Table 7.2.8 shows mid frequency common teaching areas was “more
reverberation times measured in the natural”, especially for those joining
classrooms. Tables 7.2.9 and 7.2.10 show the reception class.
measured sound levels in occupied and However, prior to this investigation, the
unoccupied classrooms respectively. head had contacted her local education
The results from the measurements in authority due to problems encountered in
Schools 1 and 2 demonstrate that STI the extensions to the school containing
values are reduced by noise from adjacent rooms 1 to 4 and 5 to 8. Here, difficulties
areas and that those positions closest to had been encountered which resulted in
the noise are likely to be most affected. ‘acoustic curtains’ being fitted to separate
Therefore, STI was measured in only one the classrooms from the communal areas
position in two classrooms. In room 3, 4 and 5. When the measurements were
STI was measured with the curtains made, the curtains were temporarily
between rooms 3 and 4 open and closed. removed from rooms 6 to 8.
All measurements were conducted with The measurement results given in Table
the artificial mouth positioned where the 7.2.8 show that the reverberation time in
teacher would usually stand, see Figure the original building is shorter than in the
7.2.4, and the receiving microphone was two extensions. They also show that the
positioned 3 m in front of the artificial reverberation times in the rooms with
mouth. The results are shown in Table curtains (rooms 3 and 4) are lower than
7.2.11. those in rooms without curtains (rooms 5
Discussion
The head in this school was strongly in Table 7.2.10: Sound
Room LAeq,3min (dB) levels in unoccupied
favour of the open plan design of the
classrooms
school for the following reasons: 5 35.4
• she felt that the staff worked better as 4 32.8
a team 3 31.8
• she felt that the children worked
103
Case Study: An investigation into the acoustic conditions in three
7.2 open-plan primary schools
104
Case Study: An investigation into the acoustic conditions in three
open-plan primary schools 7.2
shared their head’s enthusiasm for the schools in terms of their acoustic
design but others felt that problems environment. None of the schools met
caused by the transmission of sound the requirements for sound insulation
between rooms were significant. between classrooms contained in Building
The measurement of STI in the schools Bulletin 93. Although reverberation in
demonstrated that speech intelligibility is classrooms was well controlled (apart
reduced by noise generated in adjacent from in the extension in School 3),
rooms. In all the open-plan schools, high ambient sound levels during teaching
ambient noise level was the most periods were too high for the measured
significant cause of low speech STI values to indicate good speech
intelligibility. intelligibility. As a consequence of the
From the few opinions canvassed in the levels in the classrooms, both teachers and
schools it would appear that there are pupils would need to speak more loudly
benefits to adopting an open-plan design. in order to be clearly understood.
These appear to be that the design is In many open plan teaching spaces it is
favourable for team working, that it difficult to achieve clear communication
engenders a feeling of inclusion in the of speech between teacher and students.
school and that it allows for a visually For this reason, careful consideration
attractive environment. However, placing should be given as to whether to include
cupboards in spaces between rooms in open-plan teaching spaces in a school. If
order to increase isolation between them open-plan areas are required then
may detract from the original open-plan rigorous acoustic design is necessary to
design. satisfy the performance standards in
From the results of this survey, it is Section 1.
difficult to justify the use of open-plan
105
106
Case Study 7.3: Remedial work to an open-plan teaching area
in a primary school 7.3
The primary school in Case Study 7.1 the other.
extended its facilities in the early 1990s • The teaching spaces are separated
by adding seven new classbases and a from potentially noise producing and
multi-purpose hall to the existing school. noise sensitive spaces, eg other classrooms
The new classbases were arranged in two and the main hall, by a corridor. This
open-plan areas, of three and four arrangement is advantageous for reducing
classbases respectively. noise disturbance to or from other parts
The teaching area with four classbases, of the school.
numbered 4 to 7 in Figure 7.3.1, is an • Toilets and services provided in the
interesting example of the limitations of corner of each pair of bases are buffered
an open-plan environment. Acoustic from the teaching spaces by lobbied
problems were experienced by the doors.
teaching staff which subsequently led to Teaching staff perceived the open-plan Figure 7.3.1: Plan of
the implementation of remedial measures. teaching area to be difficult to work in open-plan teaching spaces
Visits were made to the school before and because of poor acoustics. They had two before modifications
after the remedial work.
The new extension to the school is of
conventional masonry cavity walls,
comprising 100 mm facing brick
outerleaf, 50 mm cavity and 140 mm
blockwork inner leaf with a plaster finish.
The roof over the teaching area is
made up of a combination of pitched
sections with a tiled exterior and flat roof
Services
constructions with a felt finish. Each pair
of adjacent classbases has a roof light Base 7
107
Case Study: Remedial work to an open-plan teaching area
7.3 in a primary school
108
Case Study: Remedial work to an open-plan teaching area
in a primary school 7.3
coefficient of the ceiling tiles is not installation of the acoustic ceiling and
known, but an absorption coefficient of partitions, noise levels ranged from 64
0.9 over the speech frequency range is dB(A) to 69 dB(A), a reduction of 2 to 3
normally needed to maximise the benefit dB(A) which appears to be a small but
of an acoustic ceiling. As well as controlling significant subjective decrease.
noise within the classbase, the ceiling
treatment helps to reduce the propagation Reverberation time
of sound from one classbase to another. The reverberation time was measured in
The teachers reported an immediate classbases 4 and 5. After remedial
improvement in aural conditions with the treatment, the unoccupied mid-frequency
installation of the partitions. They found value was 0.4 seconds with a rise to
that they were now only disturbed by the 0.7 seconds at 125 Hz. The mid-frequency
classbase immediately adjacent to them. reverberation time, which will undoubtedly
By strategic location of items of tall have dropped with the installation of the
furniture they were able to slightly reduce acoustically absorbent ceiling, is now
this remaining source of disturbance. generally below 0.6 seconds, as required
The acoustic ceiling, installed a few for primary school classrooms in Table 1.5.
months later, was perceived by teachers to
produce a small but significant reduction Sound insulation
in the noise levels during class activities. The sound insulation was measured
between classbases 5 and 6. A value for
Acoustic measurements DnT(0.6s),w of 48 dB was obtained which
The noise levels during class and the meets the requirements between standard
reverberation times of the spaces were classrooms specified in Section 1.
measured. Measurements were also made
to evaluate how well sound propagates Sound propagation
from one classbase to another. The Before the partitioning of the room,
majority of measurements were made simple tests showed that speech could
after the remedial treatment had been easily be understood between extreme
implemented although noise levels during ends of the open-plan area even when
class were also measured before treatment. there was no line of sight. Whilst the
partitioning provided by extending the
Activity noise group room gives good sound separation
The noise levels were measured in the between two pairs of teaching bases, the
four classbases, before and after the acoustic ceiling and physical obstructions,
remedial treatment, during typical table such as tall bookshelves, are the only
activities. Approximately 25 pupils were means of achieving a degree of acoustic
present with 1 or 2 teachers in each separation between the other adjacent
classbase. The octave band frequency bases.
spectrum for all measurements was To measure the sound propagation
consistent in shape and a typical sound with distance across an adjacent pair of
level spectrum for classroom table activity classbases, a broadband sound source was
before treatment is given in Table 7.3.1. used to simulate the radiation of sound
For typical table activities, the from a nominal teaching position and
background noise levels prior to the sound level measurements were made
acoustic modifications ranged from 67 across the classbase and into the adjacent
dB(A) to 71 dB(A). Following the classbase. Figure 7.3.3 illustrates the three
109
Case Study: Remedial work to an open-plan teaching area
7.3 in a primary school
R1 R2 R3 Receiver positions
110
Case Study: Remedial work to an open-plan teaching area
in a primary school 7.3
Figure 7.3.4: Sound
propagation from one
100
classbase to another
buffer zone
between (a) without full height
spaces partition
80 Minimal reduction across the
open buffer zone
Sound pressure level,dB
60
Base 4 Base 5
20
0 2 4 6 8 10 12
Distance from teaching position, m
80
Sound pressure level,dB
40
20
Base 5 Base 6
0 2 4 6 8 10 12
Distance from teaching position, m
111
112
Case Study 7.4: Conversion of a design and technology space
to music accommodation 7.4
Existing school buildings may have spaces
that are less than ideal and compromises
have to be made during remodelling. A
design and technology (D&T) workshop
was converted into music accommodation
for an 11–16 comprehensive school with
600 pupils on its roll. Figure 7.4.1 shows
plans of the original workshop and the
conversion.
The floor area of the conversion is
96 m2, including an adjacent 13 m2 space
with independent access.
The original workshop was built in
1954 using a prefabricated, reinforced
concrete system of modular design having
concrete roof panels and double skin
walls; there is a wood block floor. The
south-east and north-west facades of the
building were fully glazed from a sill
height of about 1.0 m. The ceiling height were hard, resulting in an unacceptably
in the main space was 3.3 m. The size of long reverberation time of 2 seconds.
the main space was suitable for a music Standing waves and flutter echoes were
Figure 7.4.1:
room but there were some disadvantages likely due to parallel walls and hard
(a) Plan of the original
with the accommodation: surfaces. workshop
• Existing floor and ceiling surfaces • The north-west wall abutted the (b) Plan showing
conversion to music
accommodation
(a) (b)
113
Case Study: Conversion of a design and technology space
7.4 to music accommodation
school playing field. The extent of glazing existing area, it was possible to provide a
was excessive and considered undesirable music room of 65 m2, three group rooms
from a security point of view on a side and a store, see Figure 7.4.1(b).
with potential for intrusion. Performances to an audience or large
• The school playground, a potential scale rehearsals take place in the school
source of noise, is adjacent to the south- hall. The largest group room (or
east wall. ensemble room) is converted from the
• A second design and technology existing store and can be accessed
workshop is adjacent to the space separately, if necessary, to avoid disturbing
(although an entrance lobby and store classes. The dimensions of this space are
provide a buffer between the teaching not ideal as proportions are long and
spaces). narrow but compromise has been
• The building is free-standing and accepted and the wall treatment is
circulation is external which results in an designed to optimise room responses. An
excessive number of entrances. entrance lobby houses coats and bags and
• The reverberation time of the space provides additional sound insulation
was too long for a music room. between the main space and the adjacent
D&T room.
The adaptation The sound insulation of the music
Structural alterations were kept to a room was a priority. The key aspects of
minimum in order to constrain costs and the acoustic treatment are shown in
Figure 7.4.2: Plan
maximise available funds for acoustic Figure 7.4.2, and described below.
showing acoustic
treatments treatments and finishes. Within the
Construction
In order to improve security, glazing
to the north-west wall was removed and
Angled panels and shelving the opening was infilled up to two thirds
provide surface modelling
of its height with rendered
Full length
blockwork. Medium density block (1500
drapes kg/m3) was used to give appropriate
sound insulation. The top third of each
panel was thermally and acoustically
double glazed with bottom-hung
Angled panels
openable fanlights.
and shelving
provide surface Angled panels of medium density
modelling to particle board were fixed to studding
help diffuse on the inside face of the north-west
Full length sound
wall of the main space. These help to
drapes can Carpet
be used prevent standing waves between parallel
to floor
to vary increases side walls and can provide much needed
acoustic absorptivity Observation display space. The panels are without
absorbency windows detailed
for good sound
fabric covering since this would
Acoustic insulation compromise the high frequency response.
double glazing Panels are omitted where there are shelves
to increase as these have an equivalent acoustic effect.
sound insulation Angled panels are also used in the group
from playground
rooms.
Secondary acoustic glazing was added
Lobby increases
sound
to the windows to the south-east
insulation Wall at an angle (playground) side, as two sliding panels.
between music to avoid flutter This allows access for maintenance and to
and D & T echoes and open casements or fanlights. Solar
standing waves
Full length reflective film was added to the outside of
drapes the existing fenestration to reduce solar
114
Case Study: Conversion of a design and technology space
to music accommodation 7.4
Mid-frequency value
Figure 7.4.3: Graph
in unconverted space
showing effects of drapes
prior to adaptation
2.0 on reverberation times in
Position of Percentage
classroom, ensemble room
drapes of wall area
and group room
1.8 covered
CLASSROOM
1.6 bunched 10%
rear wall 27%
Mid-frequency reverberation time, s
0.6
0.4
Key
0.2 Classroom
Ensemble room
0 Group room
10 20 30 40 50
Percentage of wall
covered by drapes
115
Case Study: Conversion of a design and technology space
7.4 to music accommodation
116
Case Study 7.5: A purpose built music suite
7.5
The music department at a school with colourations occur when musicians play in
650 pupils between the ages of 11 and 18 the area underneath the main roof beams.
was replaced. The new self-contained It is possible that these are caused by
suite comprises a large music room, three strong reflections from the junction
music practice rooms, an ensemble room between the roof beam and ceiling as
and ancillary accommodation. shown in Figure 7.5.2. Additional
The school is located in a quiet rural localised measurements would be
district with low ambient outdoor noise necessary to investigate this effect. A
levels. The music block is several metres solution in this particular case would be
away from other buildings, which ensures to treat one side of the beam with
that noise egress to other parts of the absorbent material, as indicated.
school is minimised. As a general principle, it is useful to
Figure 7.5.1: Plan of
The building is constructed of masonry incorporate elements into a ceiling to music department
with an external leaf of brickwork, an provide diffusion and hence uniformity in (furnished)
insulated cavity and internal leaf and walls
of blockwork, some of which are
plastered. The density of the blockwork is
not known but ideally it should be the
highest available, ie 2000 kg/m3. The
MUSIC rooflights
tiled roof has an internal sheathing of ROOM
plywood which benefits sound insulation.
A full height blockwork crosswall, up
to the roof soffit, separates the large
music room from the rest of the building.
The music practice rooms also have full
height walls.
Windows are double-glazed and can be
opened. Doors are generally hollow core tt
with basic seals giving around 20 dB Rw
for the doorsets.
The music suite is a good example of
how to control noise transmission coats
Office
between rooms, and thus reduce Entrance
disturbance, by careful planning of the
room layout, see Figure 7.5.1. The key disabled wc
features are:
• The large music room is separated
store
117
Case Study: A purpose built music suite
7.5
Figure 7.5.2: Section
through music room
Electrically operated
rooflight
Sound reflection
1275
2600
10370
the sound field. For effective diffusion, and adequate for teaching.
projections of 0.3 m to 0.5 m are No provision has been made for
necessary. However, such projections varying the acoustics, eg by use of heavy
should be distributed over the whole curtains. This would be desirable but not
ceiling area; a single large projection can essential.
lead to a prominent and potentially The measured mid-frequency
disturbing reflection, as in this case. reverberation time (RT), with 25 children
Surface finishes are generally hard and and 4 adults present, was 1.0 seconds
reflective except for the floor which is with a rise to 1.5 seconds at 125 Hz. The
covered with a short pile carpet. In detail, full RT curve as a function of frequency is
the walls are of plastered blockwork with shown in Figure 7.5.3.
an emulsion paint finish and the ceiling is This RT is within the range for
of plasterboard with a plaster skim finish. ensemble rooms specified in Table 1.5 of
This combination of hard and soft finishes Section 1.
ensures that the reverberation is
sufficiently long for music performance
1.2
Reverberation time, s
0.8
0.6
0.4
0.2
0
63 125 250 500 1000 2000 4000
Octave band centre frequency, Hz
118
Case Study: A purpose built music suite
7.5
Figure 7.5.4: Simple
acoustically diffusing
elements
Board angled
10 mm thick full height hardboard on battens
at approx. 5°
119
Case Study: A purpose built music suite
7.5
Table 7.5.1: Measured level Octave band centre frequency (Hz)
difference between two
63 125 250 500 1k 2k 4k
practice rooms
Level difference D (dB) 22 27 34 46 50 52 58
120
Case Study: A purpose built music suite
7.5
Acoustic measurements Table 7.5.3: Comparison of
subjective and objective
Subjective Airborne sound assessments
impressions of Mid-frequency insulation Indoor ambient
the acoustic character reverberation DnT(T noise level
mf,max),w
of the space time, Tmf (s) (dB) LAeq (dB)
121
122
Case Study 7.6: A junior school with resource provision for deaf children 7.6
This case study describes a junior school Accommodation
and hearing impaired unit which provide The school was built in the late 1950s
an inclusive environment for hearing and is set away from the road in a quiet
impaired children who are educated location. The school has been pleasantly
through a natural aural approach. The decorated throughout. Some attention
children attached to the unit all have a has been given to reducing internal noise
‘significant’ hearing loss and abilities that by carpeting classrooms and some
fall within the ‘average’ range. The corridors. Most of the ceilings have some
guiding principle that underlies their degree of acoustic treatment. There are
placement within the school is that they no open-plan classrooms within the junior
should be allowed to make best use of school. It is the intention of the school to
their residual hearing. The children have further improve the acoustics of the
full access to the national curriculum and classrooms and a report on sound
are members of a mainstream class. treatment has been commissioned.
Children also have the use of a specialist There are 8 classrooms of similar size.
teaching resource facility as described In addition there is a dedicated ICT
below. space, a drama room, music room and a
large hall. A library has been established
Characteristics of the school in one of the larger corridors.
The junior school is of average size with Attached to the main building by a
about 230 children aged between 7 and covered walkway is a building formerly
11. Sixteen children are included called the hearing impaired unit, but now
specifically within the resource provision renamed as the RPD (resource provision
for deaf pupils, although this number for the deaf). This has extensive sound
includes children currently attending the treatment and the main teaching room is
infants’ school and is liable to fluctuation situated so that it does not face the
depending on the unpredictable changes playground.
in the size of the hearing impaired This case study focuses on two rooms:
population. the main teaching space in the RPD Figure 7.6.1: School
(marked as RPD on the plan) and a room layout
MAIN ENTRANCE
PLAYGROUND AREA
First Floor
Hall
RPD
Drama
room
123
7.6 Case Study: A junior school with resource provision for deaf children
typical classroom within the school (Class contributions. Figure 7.6.3 shows the
4 on the plan). layout of the room and the positions of
Figure 7.6.2 shows the children all the children during circle time. The
facing each other during circle time. The teacher is wearing a radio transmitter that
hearing impaired child has been placed transmits her voice directly to the child’s
next to the teacher to ensure that she can hearing aids and to a classroom soundfield
Figure 7.6.3: Class 4
layout hear the teacher well and see all amplification system. This will ensure that
the teacher does not have to raise her
voice and distort her speech unhelpfully.
All children benefit and as a consequence
are better able to participate.
Corridor
Acoustic and behavioural measures
L L A number of acoustic and behavioural
measures have been obtained in order to
present an account of the acoustic
environment of the classroom. These
measures include:
Staffroom 6.8 m • listening inventories for education
(LIFE UK, see Section 6.5)
T • sound level during school day
(1 minute average dB(A))
• short term sound level measurements
L L (2 minute runs at 6 time intervals)
Windows • room acoustic measures.
3.3 m high LIFE UK is a protocol for evaluating
7.6 m listening abilities of children. Application
L - loudspeaker of the protocol indicates that the class are
T - teacher able to hear the teacher and each other
- child well most of the time, see Figure 7.6.4.
- hearing impaired child The hearing impaired child has a similar
profile with the exception of several
124
Case Study: A junior school with resource provision for deaf children 7.6
Listening with noise outside classroom
5
Listening during assembly
Listening with no noise outside classroom
4
Listening to peers 3 Listening to the teacher whilst class are
when working in groups tidying up after an activity is finished
2
Listening to teacher 1
Listening to teacher but not being
whilst another adult talks able to see her face
0
critical areas, primarily the child indicates the corridor. The child indicates that she Figure 7.6.4: LIFE UK
that she needs to be able to see the is making satisfactory use of the personal scores for Class 4
teacher’s face in order to understand what radio system and classroom amplification
is being said. This is consistent with the system to overcome many of the potential
benefits offered by lip-reading in less than obstacles to hearing effectively.
ideal listening conditions. This can be Figure 7.6.5 shows a chart obtained
addressed through the teacher modifying using a noise logging dosimeter placed at
her teaching style. Other areas where the the front of the classroom and out of the
hearing impaired child finds greater reach of the children. The chart presents
difficulty include listening to her peers the one minute history of the sound level
answer questions; listening when there is obtained between 11.30 am and 15.28 pm
another adult talking; and listening when during a typical school day. ‘A’ represents
there is intrusive noise, for example from the class quietly engaged in group work.
Sound pressure level, dB(A)
A B C D E
Time
125
7.6 Case Study: A junior school with resource provision for deaf children
70
60
Sound pressure level, dB
50
30
40
125 200 315 500 800 1250 2000 3250 5000
Teacher speaking and instructing kids for "think and write, children quiet.
Analyser positioned back left.
Teacher quiet and children working on task with quiet babble.
Analyser positioned back left.
As above but with children becoming progressively louder as the task progresses.
Analyser positioned back right.
Teacher speaking and the children are quiet. Halfway through recording teacher
stops talking and children start to work with light babble.
Analyser positioned back right.
Some teacher talk close to microphone, mostly children's light babble.
Analyser positioned front left.
As above but with recording interrupted by the lunch bell.
Analyser positioned in mid-front right.
Children get ready to leave. The class is noisy.
Analyser positioned in the middle of the class.
Figure 7.6.6: Frequency ‘B’ is the lunch break. During the period controlled circle time discussion. A
spectra for various marked ‘C’ the class are again engaged in classroom soundfield system is used by
classroom activities
quiet group work; the end of period ‘C’ the class teacher and a personal radio FM
coincides with a break. During the period system is used by the one hearing
marked ‘D’ the sound level gradually rises impaired child who uses a hearing aid.
while the children take part in a carefully Period ‘E’ represents the end of the school
126
Case Study: A junior school with resource provision for deaf children 7.6
day and the sound level rises as children
and adults use the room informally.
Figure 7.6.6 shows the third-octave
band frequency analysis for some of the
classroom activities.
Reverberation time, s
Room acoustic measures
127
7.6 Case Study: A junior school with resource provision for deaf children
128
Case Study 7.7: An all-age special school for hearing impaired children 7.7
This case study describes the acoustics of
an all-age special school for hearing
impaired pupils. The school is located on
two sites. The primary aged pupils attend Circulation
a primary special school for hearing
impaired children and the secondary age
Store
pupils attend a special unit within a
Resources
mainstream secondary school about one Kitchen Room
mile away from the primary school.
The primary school, the secondary
special unit and the audiology room in
the primary school are described
separately.
External
The primary special school Common
Art/Craft Year 2
area
The primary school is a school in which
only severely hearing impaired pupils are
taught. It was founded in 1975 and caters
Store Store
for up to 115 children between the ages
of 3 and 11. The school consists of nine
teaching classrooms and a nursery as well
as a hall, a dining room and more
informal open areas which are used for WCs Year 3W
activities such as art and cookery. There is
also an audiology room which is discussed
in more detail later. Elec. intake
129
7.7 Case Study: An all-age special school for hearing impaired children
0.6
The BB93 standardized weighted
sound level differences, DnT(0.4s),w
0.4 between Year 2 and Year 3W classrooms
0.2 and between Year 2 classroom and the
common art/craft area were as
0
63 125 250 500 1000 2000 4000 follows:
Octave band centre frequency, Hz Year 2 classroom to Year 3W classroom:
DnT(0.4s),w = 53 dB
Year 2 classroom to common area:
DnT(0.4s),w = 18 dB
130
Case Study: An all-age special school for hearing impaired children 7.7
Discussion from one would disturb the other. This
A fundamental issue in the design of was not perceived to be a problem by the
rooms for teaching hearing impaired teaching staff, as the classes were being
children is the level of background noise taught with the doors open. Effective
which should be allowed. Background frame and perimeter seals would improve
noise is amplified by hearing aids and the performance of the doors slightly, but
reduces the signal to noise ratio of the door constructions would need to be
speech, reducing the effectiveness of the changed to incorporate solid cores in
pupils’ residual hearing. order to significantly improve the sound
The quiet location of the primary insulation.
school and the absence of mechanical The control of reverberation time is
ventilation in the building ensures that vital, firstly to ensure that speech is
indoor ambient noise levels in classrooms intelligible and secondly to prevent an
(29 dB LAeq in classrooms without excessive build up of reverberant noise
computers) are low. This is lower than the which can impair speech discrimination.
recommended maximum indoor ambient The measured classroom mid-frequency
noise level for classrooms for teaching reverberation time of 0.3 seconds meets
severely hearing impaired pupils (see the performance standards in Table 1.5.
Table 6.1 of Section 6). It is often recommended that classroom
A potential disadvantage of low ceilings are sound absorptive around the
background noise levels is that there is perimeter but reflective in the centre to
little masking of intrusive noise, so good aid propagation of the teacher’s speech to
sound insulation is essential. The layout the rear of the classroom. In this school,
of the school has been designed to tackle the classrooms were very small and pupils
this by not locating noise-sensitive rooms sit near the teacher because of the small
adjacent to noise-producing rooms. numbers in each class, so sound
The sound insulation between the Year propagation to the back of a large
2 and Year 3W classrooms of 53 dB classroom is not an issue. In larger
DnT(0.4s),w meets the performance classrooms for teaching hearing impaired
standard in Table 1.2. This would be children, however, a central sound
exceeded between other classrooms in the reflective ceiling zone may be
school which are further apart than the advantageous.
Year 2 and Year 3W classrooms. If Key design points to note are:
teaching were to be carried out with the • quiet site location, away from any
doors between rooms shut, there would major noise sources such as roads, railways
be little risk of noise from one classroom and industrial premises
disturbing the class in the adjacent room. • separation of classrooms by buffer
The measured sound insulation of zones such as store rooms, corridors and
18 dB DnT(0.4s),w between the Year 2 lobbies
classroom and the common area is poor • use of carpet and sound absorptive
and implies that the door is a weak sound ceiling tiles in all classrooms to control
insulating element. If a class was being reverberation times.
taught in the Year 2 or Year 3W
classroom while a separate teaching
activity was going on in the common
area, then it is highly likely that noise
131
7.7 Case Study: An all-age special school for hearing impaired children
132
Case Study: An all-age special school for hearing impaired children 7.7
classrooms, although the carpet has only a Unoccupied noise levels
thin pile and does not appear to have Noise levels were measured in classroom 4
underlay beneath it. Floor slabs are of and the speech therapy room during a
concrete. No mechanical ventilation is time when the rooms were unoccupied,
provided. but when there were staff elsewhere in the
building. The noise spectra are shown in
Surface finishes Table 7.7.2.
All the classrooms have thin pile carpets The corresponding indoor ambient
and mineral fibre suspended ceilings. The noise levels are 26 dB LAeq in classroom 4
plasterboard walls have a sound reflective and 19 dB LAeq in the speech therapy
finish. Pinboards on the walls are timber, room. The dominant noise sources in
backed by an airspace and provide some classroom 4 were a faint buzzing noise
control of low frequency reverberation from the radiator and from fluorescent
times. The speech therapy room also has a light fittings. Talking in other classrooms
thin carpet and a suspended mineral fibre in the unit was just audible. The main
tile ceiling. The amount of absorption noise sources in the speech therapy room
provided ensures that the reverberation were a clock ticking and a fluorescent
time is sufficiently short to provide good light fitting buzzing. The headmaster’s
conditions for speech. voice as he talked on the telephone in his
office next door was clearly audible
Reverberation time although the words were not intelligible.
The measured unoccupied mid-frequency It should be noted that at high
RT of classroom 4 was 0.4 seconds with a frequencies the reported octave band
small rise to 0.5 seconds at 125 Hz. noise levels in the speech therapy room
The measured unoccupied mid- were actually due to electrical noise in the
frequency RT of the speech therapy room sound level meter; actual noise levels were
was 0.3 seconds with a flat spectrum probably lower.
down to 125 Hz.
Discussion
Sound insulation Measured noise levels in a typical
Sound insulation measurements were classroom and the speech therapy room
carried out between classrooms 4 and 5 were very low (26 dB LAeq and 19 dB
which are horizontally adjacent. LAeq respectively) and are lower than the
The weighted BB93 standardized level recommended noise levels in Table 6.1.
difference between classrooms 4 and 5 This is appropriate in rooms in which
was 34 dB DnT(0.4s),w . hearing impaired pupils are taught, to
The sound insulation between several ensure good speech signal to noise levels.
other areas was also measured and the There was no unpleasant tonal content in
following weighted BB93 standardized the frequency spectra.
level differences obtained: Very low unoccupied ambient noise
• classroom 5 to mainstream classroom levels mean that any extraneous noise
directly above: DnT(0.8s),w = 48 dB intrusion will be especially audible. The
• headmaster’s office to speech therapy site location and high performance
room: DnT(0.4s),w = 47 dB external windows ensure that noise ingress
• male toilets to speech therapy room: from outside does not cause problems.
DnT(0.4s),w = 52 dB The teaching staff have, however,
133
7.7 Case Study: An all-age special school for hearing impaired children
complained about the sound transmission disturbed by noise from the speech
between horizontally adjacent rooms. The therapy room and whilst in the
sound insulation appears to be of a lower unoccupied room the headmaster’s voice
standard than they had expected in a new was audible but not intelligible. This level
purpose-built unit. These subjective of privacy means that although the
comments are borne out by the results of headmaster’s conversations would remain
the objective sound insulation confidential, intrusive noise may disturb
measurements. The DnT(0.4s),w of 34 dB the concentration of both the headmaster
measured between classrooms 4 and 5 is and of users of the speech therapy room.
lower than that required for classrooms in A higher standard of studwork wall
mainstream schools. Where background construction between rooms may have
noise levels are low, hearing impaired been considered to be impracticable in
pupils cannot discriminate between the special school design. An alternative
intrusive noise and speech as easily as solution would have been to locate non-
pupils with full hearing, and a higher sensitive acoustic buffer zones, such as
standard of sound insulation is needed. A storage areas, between the headmaster’s
minimum DnT(0.4s),w value of 50 dB is office and other noise producing rooms.
required, see Table 1.2. A value of 48 dB DnT(0.4s),w was
Measurements showed that the sound measured from one of the ground floor
insulation performance of the partition classrooms for hearing impaired pupils to
did not rise at high frequencies as would the mainstream classroom directly above
normally be expected. This confirms the it on the first floor. This is an appropriate
existence of small gaps which were found standard of sound insulation for the
at the partition heads. Notwithstanding mainstream classroom and no complaints
this, the mid frequency level difference have been made by the teaching staff.
across the partition is poor (between 30 Visual inspection of the doorsets
dB and 35 dB). This indicates that the confirmed that they were of suitable
studwork partition selected was not of a quality and likely to meet the 30 dB Rw
sufficiently high performance. A partition sound insulation specification for doorsets
with staggered studs, increased in Table 1.3.
plasterboard thicknesses and mineral wool Reverberation times in the classrooms
in the cavity would provide a higher are well controlled due to the provision of
standard of sound insulation. The overall acoustic absorption on the floors and
sound insulation performance between ceilings. The mid-frequency RT of
adjacent classrooms is, however, 0.4 seconds meets the performance
ultimately limited by the communicating standards in Table 1.5. The wooden wall
door. Although the doors are of a very panels help to control the RT at low
high standard (this is discussed further frequencies, on which hearing impaired
below) they are still a weak sound people often rely for information. The
insulation element. Whilst this may not be teaching staff judged the classroom
a serious problem between classrooms acoustics to be satisfactory.
and the corridor, the presence of doors The RT in the speech therapy room is
between classrooms is inconsistent with also well controlled due to the carpet and
the requirement for a high standard of mineral fibre suspended ceiling. The mid-
sound insulation. Connecting doors are frequency value of 0.3 seconds meets the
not recommended. performance standards in Table 1.5.
The sound insulation measured
between the headmaster’s office and the Conclusions
speech therapy room was 47 dB The acoustic design of the special school
DnT(0.4s),w . This is below the unit is good, in terms of room acoustics
performance standard in Table 1.2 for and unoccupied noise levels, although
sound insulation between an office and a there are some deficiencies in the sound
speech therapy room. The headmaster insulation provided by the party wall
had complained that he was sometimes constructions.
134
Case Study: An all-age special school for hearing impaired children 7.7
Key points to note are: Layout and construction
• The site is in a quiet location, away The location of the audiology suite within
from any major noise sources such as the primary school is shown in Figure
roads, railways and industrial premises. 7.7.4. The audiometric test room is
• Communicating doors between entered directly from the corridor. The
adjacent classrooms limit the sound test room also has an external wall and a
insulation that can be achieved and are window onto an enclosed courtyard.
inconsistent with the need for low levels The walls of the audiometric test room
of intrusive noise. are a single skin of 100 mm thick
• Partitions are full height, but poor blockwork of an unknown density. The
workmanship has resulted in small gaps at single leaf doors into the technician’s
partition heads. room and the corridor are a hollowcore
• Sound transmission problems between timber construction with no frame or
the headmaster’s office and the speech threshold seals. Noise from the corridor
therapy room could have been avoided by was clearly audible in the test room.
better space planning. There is a fixed double glazed window
• Use of carpet and sound absorptive between the test room and the
ceiling tiles in all classrooms and the technician’s room which incorporates a
speech therapy room helps to control deep acoustic cavity between the panes of
mid-frequency reverberation times. glass. The external window which looks
• Wooden pinboards backed by an onto the courtyard is single glazed and is
airspace help to control low frequency openable.
reverberation times. The roof construction is not known,
• First floor classrooms are carpeted but the quiet site location means that
which reduces impact noise transmission. ingress of external noise is not
However, there was no underlay which problematic. There is no mechanical
would have reduced the impact ventilation system.
transmission further.
Audiology room
135
7.7 Case Study: An all-age special school for hearing impaired children
136
Case Study: An all-age special school for hearing impaired children 7.7
Octave band centre frequency (Hz) Table 7.7.3: Measured
noise levels in audiometry
Leq (dB) 63 125 250 500 1k 2k 4k 8k
test room, unoccupied
Audiometry test room 35 24 21 17 12 10 11 13
levels are sufficiently low for the site measurements. Thus the reverberation
audiologist to carry out his tests. The time in the test room has been well
background noise spectrum does not controlled by the selection of surface
contain any unpleasant tones, due to the finishes. Recommendations are also made
quiet nature of the school site. for reverberation times in third octave
The limited sound insulation afforded bands from 31.5 Hz to 100 Hz. Due to
by the single leaf masonry wall and the the small size of the test room,
poor quality single door mean that reverberation times could not be
intrusive noise levels in the test room are measured accurately at these low
high when there is activity in the corridor. frequencies.
The high intrusive noise levels disrupt the
audiologist’s work. An appropriate sound Conclusions
insulation performance for the wall Although background noise levels are low
between the test room and the corridor and the reverberation time is well
would be very dependent on the specific controlled, the poor sound insulation
requirements of the audiologist and the means that the test room is unsatisfactory
school, but it is likely that a double leaf for its purpose.
masonry wall construction plastered on Key points to note are:
both sides (each leaf at least 415 kg/m2 • The site is in a quiet location, away
including plaster) would be the minimum from any major noise sources such as
required. The door from the corridor into roads, railways and industrial premises, so
the test room is a weak sound insulation background noise levels are low.
element and would limit the performance • The audiometric test room is poorly
of any upgraded wall construction. The located adjacent to a noisy corridor.
best solution would be to allow entry to • The 100 mm blockwork wall between
the test room only via the staff room and the test room and the corridor is
technician’s room. Failing this, a lobbied insufficient in controlling noise intrusion.
door arrangement would be required. • The single door between the test room
HTM 2045 recommends that and the corridor is a weak sound
reverberation times at all frequencies insulation element.
between 125 Hz and 4 kHz are between • The reverberation time is well
0.2 seconds and 0.25 seconds in controlled by the use of carpet, a mineral
audiology test rooms. The measured fibre tile suspended ceiling system and
reverberation times are generally within mineral fibre tiles on all the walls.
this range, given the accuracy of the on-
137
138
Case Study7.8: Acoustic design of building envelope and classrooms
at a new secondary school 7.8
N
50 dB
55-60 dB Church
SCHOOL
traf
f
ic
Pub
55-60 dB
60-65 dB
aircraft take-off
and landing
traffic
and lig Airport runway
ht railw
ay to
south east
Figure 7.8.1 shows a site plan, based Standard products such as attenuated Figure 7.8.1: Site plan
on the site survey carried out at the start trickle ventilators inserted into window showing external noise
levels, LAeq
of the project. The high external noise openings, as are often used in housing,
levels are generated by low-flying aircraft would not have achieved the required air
and traffic on nearby busy roads. One flow rates. Alternative purpose designed
option would have been to acoustically systems were therefore required.
seal the building envelope and Classrooms are naturally ventilated by
mechanically ventilate the building. means of inlet vents under the external
However, this was too expensive for the windows and passive stacks located at high
available budget. The design team also level at the rear of the rooms, adjacent to
wished to reduce lifetime costs and opted the central corridors. The inlet louvres
for a naturally ventilated building which duct air into the classrooms via grilles just
would maintain the same internal noise inside the perimeter convector grilles.
levels. These inlet grilles are controlled by
Being an inclusive school, the design classroom users by easy to operate
had to accommodate pupils and other openable flaps covering the grilles.
members of the community with hearing Both inlets and outlets are acoustically
problems. The target for background insulated to prevent the entry of external
noise was set at 35 dB(A). At the same noise.
time the design had to provide fresh air at Depending on the prevailing weather,
a rate of up to 8 litres per second for each wind driven or temperature driven
of the usual number of occupants. This ventilation provides sufficient fresh air.
equates to approximately 4.5 air changes • The more windy the weather, the
per hour in both ground and first floor greater the pressure difference across the
classrooms. building envelope and the greater the air
139
Case Study: Acoustic design of building envelope and classrooms
7.8 at a new secondary school
midday
DIRECTION OF PREVAILING WIND
summer sun
early or
late sun profiled metal deck roof
acoustically filled above
partition walls
used air out
louvres closed at night in winter sunlight controlled by
open in summer adjustable rooflight louvre blinds
fresh air in air heated by radiators in winter Manually operated fresh air vents.
through rises and mixes with cool fresh air In winter - some fresh air vents closed
acoustically entering through vents during daytime to reduce heat loss
attenuated and all closed at night.
openings exposed thermal mass In summer - open at night
for night ventilation
downstands acoustically
exposed thermal mass lined fresh air in
heat retained in concrete floor slab used air out through
re-emitted at night by convection and wind-assistance acoustically
night ventilation in summer louvres closed at night in winter attenuated
prevents daytime overheating open in summer openings
Figure 7.8.2: Schematic movement in the ducts. duct over the first floor corridor which
diagram of ventilation • The temperature difference when the then rises to the outlet at roof level. The
paths through two storey passive stack effect is enhanced by
internal spaces are warmer than outside,
section of building
as in winter, drives the stack effect providing roof glazing over the combined
ventilation causing air to rise up the section of duct which is painted black and
central ducts. encased over a drop ceiling area in the
• The central ducts which leave the back corridor. Solar gain raises the air
Figure 7.8.3: Ground of the classrooms join into a combined temperatures in the top section of
floor air vents ductwork causing the air to rise. This is
particularly effective in hot weather.
• An aerofoil is positioned at the duct
outlet to enhance the wind driven stack
2 layers Ventilation flap
of self-extinguishing effect. The problem of wind blown rain in
fire retardent
nylon mesh
storm conditions led to modification of
Linear grill
Overhanging sill to the aerofoils to incorporate louvres
prevent direct passage beneath the aerofoil sections. This will
of sound Fixed divider
probably have made the aerofoils on their
Insect mesh
own considerably less effective.
Acoustic infill glued to Radiator
aluminium casing • The windows are openable and are
designed to increase the maximum
80 mm cavity insulation possible ventilation rate so that when the
wind and stack driving forces are small
there will still be adequate ventilation,
although this will obviously let in some
ambient noise.
Ground level
The ventilation system is completely
under the control of the occupants in
individual spaces, who can open and close
flaps over the inlets below the windows
140
Case Study: Acoustic design of building envelope and classrooms
at a new secondary school 7.8
and high level adjustable louvres at the
back of the classrooms, controlled by a
short pole.
Ground floor vents (Figure 7.8.3) and 2 layers Ventilation flap
first floor vents (Figure 7.8.4) are of of self-extinguishing
fire retardent
different design. These proprietary/ nylon mesh Linear grill
purpose designed external vents on the
window walls are acoustically insulated. Fixed divider
The airborne sound insulation of Acoustic infill
prototype ground floor and first floor
Radiator
ventilators was tested in the laboratory.
The resulting element-normalized level
differences in octave bands and the Insect mesh
resulting Dn,e,w values are shown in
Table 7.8.1. As a result of these tests, the
ground floor vent design was modified to
improve its performance. This included
the addition of an overhanging sill and Sound reducing and
insulating aluminium faced
extended internal nibs of sound absorbing composite panel
material. The final design, shown in
Figure 7.8.3, appears as effective
acoustically after installation as the first
floor vents. • 120 mm (compressed to 110 mm) Figure 7.8.4: First floor
The passive stacks are acoustically lined thermal insulation air vents
which prevents cross-talk between • 30 mm acoustic insulation
classrooms which share the same • vapour control layer
discharge ductwork. Four classrooms are • 0.9 mm gauge polyester powder
ventilated via one final extract duct. coated steel (internal support decking).
Air flow tests were carried out in There is no void within the roof except
typical classrooms. These showed that on between the profiles of the support
a typical spring day, with a moderate wind decking. The profile voids are filled at
(10-15 kph), with all the vent flaps and partition lines with inserts of acoustically
louvres open, air entered at between 0.8 absorbent material.
and 1.6 m/s depending on location There is some flanking transmission
within the building, and left through the through the continuous profiled steel roof
high level louvres at between 0.3 and 0.7 construction, which reduces the sound
m/s, again depending on location. This insulation between rooms.
corresponds to a fresh air rate of 5.3 air
changes per hour. Concrete floor
At first floor level, the floor finish on the
Metal deck roof precast concrete floor is a steel mesh
The roof structure, from outside in, is as reinforced sand/cement screed on 50 mm Table 7.8.1: Element-
follows: normalized level
thick acoustic mineral wool board, which
differences for prototype
• 0.9 mm gauge stucco embossed prevents the transmission of impact sound ground floor and first floor
aluminium external covering to the ground floor rooms below. vents
Ground floor vent 28.0 21.6 22.5 25.8 40.8 57.9 54.0 53.9 33
First floor vent 24.5 19.6 22.2 28.4 42.2 50.8 53.4 53.0 34
141
Case Study: Acoustic design of building envelope and classrooms
7.8 at a new secondary school
142
Case Study7.9: Acoustically attenuated passive stack ventilation of an
extension to an inner city secondary school 7.9
Sound insulation of the building
Busy
envelope
road
The noise levels to which various parts of
Commercial
the building envelope would be exposed
Ne
exte w were calculated by extrapolation from the
nsion
baseline noise measurements according to
ch
Chur
Exist
ing s
choo
the Calculation of Road Traffic Noise.
et
l
Design calculations of internal noise levels
stre Commercial were made on an iterative basis to
Side
housing
determine required acoustic specification
of the windows, the roof and the wind
scoop system so that background noise
housing
levels given as guidance in BB87 would
Qu
not be exceeded.
iet
The building envelope comprised:
st
143
Case Study: Acoustically attenuated passive stack ventilation of an
7.9 extension to an inner city secondary school
BB87 background
noise levels Calculated Measured
Room LAeq,1h (dB) LAeq,1h (dB) LAeq,1h (dB) Comments
144
Case Study: Acoustically attenuated passive stack ventilation of an
extension to an inner city secondary school 7.9
fresh air from
exhausted air prevailing westerly
opposite to wind
prevailing wind extra cooling
in summer
time
acoustic lining
in all ducts
classroom classroom
stair well
classroom
exhust
air
Fan assisted
sports hall
fresh
air
w.c.'s
carried out with the ventilation system The acoustic consultant suggested that Figure 7.9.1: Section
open and closed. The results did not attenuated ventilators should also be fitted through new extension
display any significant change in level nor in Mathematics classroom 1, the shows stack ventilation in
operation
was there any significant variation in the Mathematics office and the staff room as
sound pressure level around the room. opening the windows in these rooms
would result in noise levels exceeding the
Ventilation design BB87 guidance of 40 dB LAeq,1hr .
The close proximity of the road meant Taking into account the characteristics
that open windows could not be used for of the new building and site conditions,
ventilation because road traffic noise adequate ventilation has been achieved as
would cause problems and airborne described below.
pollutants emitted by the heavy road
traffic could be carried into the building (i) Teaching areas (Classrooms, ICT
through low level open windows. Rooms, Science Laboratory and
The rooms exposed to traffic noise are Gymnasium)
therefore ventilated using a wind scoop All new teaching spaces are naturally
system with the exception of a manager’s ventilated by a wind scoop type system
office which is provided with a noise- through terminals mounted at roof level.
attenuated ventilator unit. This type of The roof terminals are designed to be
unit was originally developed to comply omni-directional allowing the intake of
with the requirements of the Noise fresh air regardless of the prevailing wind
Insulation Regulations 1975. The unit direction. Each terminal is divided into
either comprises a variable speed powered equal quadrants; two are positively
ventilator which is designed to be pressurized by the wind to create a fresh
installed in the building façade and a air intake, the remaining two on the
permanent air vent, or it may be a single leeward side are negatively pressured
unit which combines both. There are allowing stale air to be exhausted.
normally two speed settings and the Air is ducted from the terminals either
Regulations set limits on noise directly into the second floor rooms or Fugure 7.9.2: The roof
transmission through the units and the down to the ceiling of the first floor terminals, viewed from
self noise of the fan. classrooms and gymnasium. Each terminal inside during construction
145
Case Study: Acoustically attenuated passive stack ventilation of an
7.9 extension to an inner city secondary school
146
Case Study: An investigation into the acoustic conditions in open-plan
learning spaces in a secondary school 7.10
An investigation was carried out into the
acoustic conditions in open plan learning
spaces in a secondary school, construction
of which was completed in 1991. Figure HARD
CAR PARK
PLAY
7.10.1 shows the site. The ground and AREA
CAR
first floor plans can be seen in Figure
PARK
7.10.3.
The curriculum model divides the day
into 3 hour subject modules. Team
teaching is fundamental to the curriculum
and to facilitate this, there are several
relatively large open plan learning bases,
as shown in Figure 7.10.2, that typically
hold around seventy students.
0 50m ARK
Some of the learning bases are used for CAR P
AREA C
AREA B
LOCKERS
SCREEN
SCREENS
Overhead
video AREA A
projector
Soft seating
PCs area
AREA D
Corridor
LOCKERS
ENTRANCE ENTRANCE
TO Corridor
BUILDING
Cloakroom Toilets
147
Key
148
1 Reception
2 Office
7.10
3 Store LB2 LB4
4 Meeting room 3
5 Medical inspection 2 2
6 Principal
7 Music practice
8 Changing room LB3 LB5 ILC2
LB1
9 Science prep. s 12 11
s s s
10 Darkroom 2 2 2 A3 2
11 Kiln T4
T1 ST ST
12 Heat bay t t t t 14
18 18 A1 A2
13 Technicians base/materials ST ST
t T3 t t t 13
14 Hospitality suite 17
15 Training kitchen 20 T2 10 2 ST
LAB E 16 12
16 Sound Laboratory TS RA1 9 PA RA3
Dining RA2 6
17 Music Tech. Servery Careers 9 3 17 9
18 Cloakroom 21
19 Foyer Shop LAB
Kitchen LAB ILC3 LAB LAB LAB
20 Wash-up 15 LAB LAB LAB 5 3 9 7 8 9
p 9 4
21 Greenhouse 3 14 s ST9 s
Library
s
s
(LB - Learning Bases) VS ST8
ST16 Low screens RE
LB1 English 2
learning spaces in a secondary school
s Stairs
t Toilets Ground floor First floor
Case Study: An investigation into the acoustic conditions in open-plan
learning spaces in a secondary school 7.10
place at the same time. Typically, moveable
screens or lockers are used to separate the
different areas within a learning base.
Acoustic measurements
Measurements of sound pressure level,
reverberation time, speech intelligibility
and airborne sound insulation were made
in the school to assess the acoustic
environment. These measurements were
made in learning base 1 (English learning
base), the art area, the workshop and
technology areas, and language teaching
rooms (study area 1 and study area 5). was measured according to BS EN Figure 7.10.4: Students
Sound pressure levels were measured 60268-16 to assess speech intelligibility. in area A of learning base 1
over 30 minute periods (starting on the Airborne sound insulation was
hour or half-hour) during the school day measured between adjacent language
to determine LAeq,30min, LA90,30min, teaching classrooms. These classrooms
LA10,30min, LAFmax and LAFmin. were enclosed rooms and did not form
Observations of classroom activity were part of the open plan teaching space.
noted in order to attribute measured In addition to the acoustic
levels to specific activities and events. measurements, teaching staff completed a
In the open plan area of learning base questionnaire about the effect of the
Figure 7.10.5: Learning
1, the Speech Transmission Index (STI) school layout on their work. base 1 – sound pressure
levels in area A
100 LAFmax
90 LA10
Sound pressure level, dB(A)
LAeq
80 LA90
LAFmin
70
60
50
40
30
8:30 –
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
8.30 – 10.15 Discussion 10.20 – 13.00 Similar At 13.40 approximately 70 Year 10 pupils occupied all
between teacher and activity as early morning areas of the learning base with roughly equal numbers
around 12 sixth form with 1 teacher and around in areas A, B and C, and remained there until 16.00. At
students in area A 12 students least two of the groups were involved in activities
requiring speech during the whole of this period. For
most of the time, one of the three groups was involved
Students return from Area unoccupied in an activity such as reading or private study that did
short break at 10.20 at 13.00 not require communication with others. Area D was
used occasionally by up to three students working with
computers.
149
Case Study: An investigation into the acoustic conditions in open-plan
7.10 learning spaces in a secondary school
110 LAFmax
100 LA10
Sound pressure level, dB(A)
LAeq
90 LA90
80 LAFmin
70
60
50
40
30
8:30 –
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
8.30 – 10.15 Discussion 10.20 – 13.00 Similar At 13.40 approximately 70 Year 10 pupils occupied all
between teacher and activity as early morning areas of the learning base with roughly equal numbers
around 12 sixth form with 1 teacher and around in areas A, B and C, and remained there until 16.00. At
students in area A 12 students least two of the groups were involved in activities
requiring speech during the whole of this period. For
most of the time, one of the three groups was involved
Area unoccupied in an activity such as reading or private study that did
Students return from
at 13.00 not require communication with others. Area D was
short break at 10.20
used occasionally by up to three students working with
computers.
Figure 7.10.6: Learning
base 1 – sound pressure
levels in area C
150
Case Study: An investigation into the acoustic conditions in open-plan
learning spaces in a secondary school 7.10
12
Figure 7.10.7: Learning
10 base 1 – difference in
8 sound pressure levels
(area A - area C), dB(A)
Difference in LAeq,30min
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
151
Case Study: An investigation into the acoustic conditions in open-plan
7.10 learning spaces in a secondary school
152
Case Study: An investigation into the acoustic conditions in open-plan
learning spaces in a secondary school 7.10
students sitting near microphone position after they had finished a more noisy
M2 is not acceptable. In the afternoon, activity. This was to reduce disturbance to
when all the areas of learning base 1 were the reading of a play in area A.
occupied, measured levels in the learning The school has tried to teach languages
base were between 65 and 70 dB in the open-plan learning bases, however,
LAeq,30min (see Figures 7.10.5 and it had been decided that such lessons can
7.10.6). STI measurements were not only be taught effectively in enclosed
made with this masking sound condition classrooms. It is not known whether this
as the speech intelligibility would be was due to ambient levels being too high
expected to be ‘Bad’, ‘Poor’ or ‘Fair’ due for good speech intelligibility in open-plan
to the low signal (speech) to noise ratio as areas or whether it was due to disturbance
in Case Study 2. from adjacent areas in a learning base. It
The teachers in this school adopted is to be expected that conditions for
strategies to make the best use of their language teaching need to be more closely
surroundings, for example, gathering controlled than for teaching some other
students more closely around them (see subjects. Measuring STI enables speech
Figure 7.10.15) to help overcome intelligibility in rooms to be objectively
problems with speech intelligibility and to assessed. However it does not enable
reduce disturbance to those involved in disturbance to be quantified since this
other activities within the room. It could depend on how distracting the
appeared that co-operation between staff activities are in adjacent areas.
working in the same open-plan area and
careful planning of lessons was an Workshop and technology areas
important aspect in coping with the
speech intelligibility problems in these Sound pressure levels
areas. For example, a teacher in area C Figures 7.10.9 and 7.10.10 show graphs
notified her colleague in area A that her of the continuous sound pressure levels Figure 7.10.9: Workshop
class would be engaged in quiet reading recorded in the workshop and technology area sound pressure levels
110 LAFmax
100 LA10
Sound pressure level, dB(A)
LAeq
90 LA90
80 LAFmin
70
60
50
40
30
8:30 –
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
8.30 Room occupied by 9.20 Students 10.30 Students 13.00 Students 14.05 Approximately 25
approximately 25 students and break for engaged in engaged in students in the room.
staff. Little practical activity. breakfast practical activities, practical activity Saws and sanding
Students mostly working on a eg sawing wood machines being used.
bench close to the whiteboard.
153
Case Study: An investigation into the acoustic conditions in open-plan
7.10 learning spaces in a secondary school
100 LAFmax
90 LA10
Sound pressure level, dB(A)
LAeq
80 LA90
LAFmin
70
60
50
40
30
8:30 –
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
154
Case Study: An investigation into the acoustic conditions in open-plan
learning spaces in a secondary school 7.10
110 LAFmax
100 LA10
Sound pressure level, dB(A)
LAeq
90 LA90
80 LAFmin
70
60
50
40
30
8:30 –
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
Figure 7.10.11:
8.30 Lessons begin and continue 13.00 Students return Art area – sound pressure
until lunchtime after lunch levels in area A1
110 LAFmax
100 LA10
Sound pressure level, dB(A)
LAeq
90 LA90
80 LAFmin
70
60
50
40
30
8:30 –
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
8.30 Lessons begin and continue 13.00 Students return Figure 7.10.12:
until lunchtime after lunch Art area – sound pressure
levels in area A2
155
Case Study: An investigation into the acoustic conditions in open-plan
7.10 learning spaces in a secondary school
110 LAFmax
100 LA10
Sound pressure level, dB(A)
LAeq
90 LA90
80 LAFmin
70
60
50
40
30
8:30 –
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
Figure 7.10.13: experienced in teaching two different LA90,30min, indicating that the signal to
Language study area 1 languages (eg German and French) noise ratio could potentially provide
sound pressure levels
simultaneously in different areas of the reasonable speech intelligibility. When the
open plan space. spaces were occupied and students
and/or staff were speaking, there was a
Sound pressure levels greater difference between LAeq,30min
Figures 7.10.13 and 7.10.14 show the and LA90,30min in the enclosed
sound pressure levels recorded in study classrooms than in the fully occupied
areas 1 and 5 respectively. When the open-plan spaces. This indicates that the
classrooms were unoccupied the measured signal to noise ratios are likely to be
levels were less than 50 dB LAeq,30min. higher in the enclosed classrooms than in
When there was speech in the room, the open-plan spaces.
LAeq,30min was typically between 65 and
Figure 7.10.14: 75 dB. In general, LAeq,30min was Reverberation time
Language study area 5
between 15 dB and 20 dB higher than The mid-frequency reverberation time in
sound pressure levels
100 LAFmax
90 LA10
Sound pressure level, dB(A)
LAeq
80 LA90
LAFmin
70
60
50
40
30
8:30 –
9:00 –
9:30 –
10:00 –
10:30 –
11:00 –
11:30 –
12:00 –
12:30 –
13:00 –
13:30 –
14:00 –
14:30 –
15:00 –
15:30 –
16:00 –
Time
156
Case Study: An investigation into the acoustic conditions in open-plan
learning spaces in a secondary school 7.10
each study area was 0.5 seconds, which
meets the performance standards in
Table 1.5.
Summary
Teaching in an open-plan area in a
secondary school requires a different type
of working from teaching in traditional
enclosed classrooms. This is due in part to
the noise levels in open-plan teaching
areas. In this school, both students and When all areas of the learning base Fugure 7.10.15:
teachers in the open-plan areas reported were occupied, measured sound pressure Students in learning base 1
being disturbed by noise, whilst in levels were between 65 and 70 dB gathered around the
teacher in area A
enclosed classrooms very little disturbance LAeq,30min. At these levels, the signal to
was reported. Some of the techniques noise ratios are likely to be less than 10 dB
observed in primary schools in Case and speech intelligibility will be
Study 9.2 were used when it was inadequate. When the teaching areas were
important to ensure that students could occupied and students and/or teachers
hear the teacher during noisy periods. For were speaking, there was a greater
example, students were gathered more difference between LAeq,30min and
closely around their teacher. Also, LA90,30min in the enclosed classrooms
teaching staff in the area co-operated with than in the open-plan spaces. This
each other to minimise disturbance to suggests that the signal to noise ratios are
classes in adjacent areas. generally higher in enclosed classrooms
It is concluded that it is difficult to than in open-plan areas. Hence, speech
justify the use of open-plan areas in intelligibility is likely to be better in
secondary schools in terms of their enclosed classrooms than in fully occupied
acoustic environment. This is a similar open-plan areas.
conclusion to that in Case Study 7.2 for In many open-plan teaching spaces it is
open-plan primary schools. High noise difficult to achieve clear communication
levels in occupied open-plan areas are the of speech between teacher and student,
primary cause of inadequate speech and between students. For this reason,
intelligibility, especially for those students careful consideration should be given as
furthest from the teacher. STI to whether to include open-plan teaching
measurements demonstrated that for spaces in a secondary school. If open-plan
these students, the performance standards areas are required then rigorous acoustic
in Table 1.6 of Section 1 were not met. design is necessary to meet the required
performance standards in Section 1.
157
158
Introduction to appendices
The ten appendices provide supporting information for the main sections
of Building Bulletin 93, including explanations of acoustic terms, sample
calculations and other background information.
There are many technical terms and principles of the behaviour of sound in
descriptors used in acoustics, which can buildings. There are many acoustics text
not be covered in-depth in these short books available, some of which are listed
appendices. However, to help non- in the bibliography These can be referred
acousticians, Appendices 1 to 3 include to for a more complete description of all
definitions of those acoustic terms which acoustic terms and descriptors.
are used in BB93, and describe the basic
Page
159
160
Appendix 1: Basic concepts and units
Jet aircraft at
5 metres
Artillery fire at
1 metres
Platform of under-
ground train station
Large symphony
orchestra (forte)
Noisy office
Normal
conversation
Average
suburban area
Quiet home
Bedroom or
quiet whisper
Empty theatre
Recording
studio
161
Appendix 1: Basic concepts and units
162
Appendix 1: Basic concepts and units
dependent. Sound level meters are fitted LA1,T - This is the A-weighted level
with a weighting network which exceeded for 1% of the measurement
approximates to this response and allows period. It is often used to represent
sound levels to be expressed as an overall typical maximum levels that occur during
single figure value, in dB(A). For clarity the measurement period.
and convenience, the ‘A’ is often included LA10,T - This is the A-weighted level
in the acoustic descriptor, eg LAeq, rather exceeded for 10% of the measurement
than in brackets after the units. For period. It is often used to represent the
example, A-weighted levels can be quoted sound level from road traffic.
as 55 dB LAeq. LA90,T - This is the A-weighted level
The A-weighted level can also be exceeded for 90% of the measurement
calculated manually from octave band or period. It is often used to represent the
one-third octave band data. For octave background level.
band data, see Table A1.1, values are
added to the respective sound levels and Maximum and minimum sound levels
the resulting values for all octave bands LAmax,T is the maximum sound pressure
are combined logarithmically (using level measured during the measurement
Equation A1.2) period T. LAmin,T is the minimum sound
pressure level measured during the
Measurement of time-varying sounds measurement period T.
Most sounds are not steady and the
sound pressure level fluctuates with time. Sound level meter time constants
Therefore, it is necessary to express the To give meaningful results, sound level
results of a measurement over a period of meters use sound pressure levels averaged
time in statistical terms. Some commonly over short intervals (within the overall
used descriptors are discussed below. measurement period, T). Time constants
for this averaging, defined in international
Equivalent continuous sound level standards, include ‘fast’ (125 ms) and
The most widely used unit is the ‘slow’ (1 s).
equivalent continuous A-weighted sound The percentile levels described above
pressure level (LAeq,T). It is an energy are affected by the choice of time
average and is defined as the level of a constant. By definition, all percentile
notional sound which (over a defined levels must be measured with the fast time
period of time, T) would deliver the same constant.
A-weighted sound energy as the actual LAeq,T is not affected by the sound
fluctuating sound. level meter time constant.
LAmax,T and LAmin,T can be measured
Percentile level with either fast or slow time constants so
A percentile level is the highest level it is important that the results state which
exceeded for a certain percentage of a time constant has been used.
163
164
Appendix 2: Basic principles of room acoustics
1.0
Absorption class A
0.8 Absorption class B
0.2
Absorption class E
0 Unclassified
125 250 500 1000 2000 4000
Octave band centre frequency, Hz
165
Appendix 2: Basic principles of room acoustics
specular direction has a scattering details of the sound field that determine
coefficient of 1. Scattering coefficients are peoples’ subjective responses. There are
a relatively new measure in room many other measures used to represent
acoustics so there is little data currently various aspects of subjective response to
available but they are important in room room acoustics. For school acoustics there
acoustics computer modelling. is a need to have criteria for subjective
speech intelligibility for which the
Reverberation time, T objective measure selected for BB93 is the
After being emitted from a source, sound Speech Transmission Index.
waves are repeatedly reflected from room
surfaces and, as a result of absorption, Speech Transmission Index, STI
gradually reduce in strength. The The intelligibility of speech in a room is a
reverberation time, T, of a space is a complex function of the location of the
measure of the rate at which the sound speaker, the location of the listener,
decays. It is defined as the time taken for ambient noise levels, the acoustic
the reverberant sound energy to decay to characterisics of the space, and the
one millionth of its original intensity loudness and quality of the speech itself.
(corresponding to a 60 dB reduction in In addition, if a sound reinforcement
the sound level). system is used, it depends on the design
The reverberation time is proportional and adjustment of this system. The
to the volume of the room and inversely Speech Transmission Index, STI, is an
proportional to the quantity of absorption objective measure defined in BS EN
present: 60268-16:1998, which accounts for all
these factors.
T = 0.16 V / ∑ Siαi s A2.1 To measure the STI, a special sound
source is located at the position of the
where Si and αi are respectively the talker (with the normal microphone in
surface area and absorption coefficient of place for any sound reinforcement
each surface i in the room. An example of system). The resulting signal is detected at
the application of this equation is given in the listening position. Signal processing
Appendix 6. using the modulation transfer function
between transmitted and received signals
Mid-frequency reverberation time, Tmf is carried out to determine the STI.
The sound absorption of surfaces usually STI is a value between 0 and 1, the
varies with frequency and therefore the higher the value, the better the speech
reverberation time in a space also varies intelligibility. Speech intelligibility ratings
with frequency. Hence, values of T are corresponding to STI values are as
normally given in frequency bands. In follows:
BB93 the reverberation time criteria are
set in terms of the average value of the
STI Speech Intelligibility
three octave bands, 500 Hz, 1 kHz, and
2 kHz, denoted as Tmf
0.1 to 0.3 Bad
0.3 to 0.45 Poor
Tmf = (T500 + T1k + T2k) / 3 s A2.2
0.45 to 0.6 Fair
0.6 to 0.75 Good
Other acoustic measures
0.75 to 1 Excellent
Sound heard in a room generally
comprises an extremely complicated
combination of many reflected and
scattered sound waves. This situation is
made manageable by considering only the
overall statistics of the sound field such as
the reverberation time. Unfortunately,
this does not convey all the intricate
166
Appendix 3: Basic principles of sound insulation
167
Appendix 3: Basic principles of sound insulation
168
Appendix 3: Basic principles of sound insulation
169
170
Appendix 4: Classroom sound insulation – sample calculations
Rw = Rw,est + X dB
Rw = 43 + 5 dB
Rw = 48 dB
171
Appendix 4: Classroom sound insulation – sample calculation
172
Appendix 4: Classroom sound insulation – sample calculation
173
174
Appendix 5: Sound insulation of the building envelope
175
Appendix 5: Sound insulation of the building envelope
176
Appendix 6: Calculation of room reverberation times
For empty rooms with volumes less than where α1,…,αn are the absorption
200 m3, simple room geometry and a coefficients of the different surfaces in the
reasonable distribution of sound room and S1,…,Sn are the areas of the
absorption, the reverberation time, T, can surfaces having absorption coefficients
be calculated using Sabine’s formula and α1…αn.
absorption coefficients appropriate to the Absorption coefficients can be obtained
room surfaces as shown below. from the spreadsheet on the DfES
acoustics website and/or from
0.16V manufacturers’ data. Values for some
T= seconds
A common materials, used in the worked
where V is the volume of the room in m3 example which follows, are given in
and A is the absorption area in the room Table A6.1.
in m2. Two decimal places should be used for Note: Reverberation time
Table 1.5 gives the recommended mid- the absorption coefficient values for calculations using Sabine’s
formula in all octave bands
frequency reverberation times for rooms. calculations.
can be carried out using
The mid-frequency reverberation time, In empty teaching rooms with volumes the method illustrated in
Tmf, is the arithmetic average of the less than 200 m3 and simple room the worked example that
reverberation times in the 500 Hz, geometry, the absorption area, A, needed follows. However,
1000 Hz and 2000 Hz octave bands. to give the required reverberation time, T, neglecting air absorption
can be obtained by rearranging Sabine’s slightly underestimates the
T + T1000 Hz + T2000 Hz equivalent sound
Tmf = 500 Hz s formula as follows:
absorption area in a room.
3
0.16V
For n surfaces in a space, the total A= m2
T
absorption area, A, can be found using Table A6.1: Absorption
the following equation: For such rooms the formula can also be coefficient data for some
A = α1S1 + α2S2 +...+ αnSn used to estimate the amount of additional common materials
177
Appendix 6: Calculation of room reverberation times
Worked example
A school laboratory is required to have a mid-frequency reverberation time of less than
0.8 seconds. The room is rectangular in plan, is 7 m wide, 9 m deep and has a ceiling
height of 3 m. There is one door and the glazing is located in one of the 7 m x 3 m
walls. The room volume is 7 m x 9 m x 3 m = 189 m3. The glazing has an area of
6 m2 and the door has an area of 2 m2.
Step 1 Calculate the surface area related to each material in the room (ie floor, walls,
doors, ceiling and windows)
Step 2 Obtain values of absorption coefficients for the room surfaces. In this case, the
values are taken from Table A6.1.
Absorption coefficient α
Surface Area (m2) 500 Hz 1000 Hz 2000 Hz
Floor 63 0.04 0.05 0.05
Door 2 0.08 0.08 0.08
Walls 88 0.06 0.07 0.09
Ceiling 63 0.10 0.05 0.05
Windows 6 0.05 0.04 0.03
Step 3 Calculate the absorption area (m2) related to each surface in octave frequency
bands (Absorption area = surface area × absorption coefficient)
178
Appendix 6: Calculation of room reverberation times
Step 4 Calculate the sum of the absorption areas (m2) obtained in Step 3
Step 5 Calculate the reverberation time for the room using Sabine’s formula
Step 6 Calculate the mid-frequency reverberation time (Tmf) from the reverberation times in the 500 Hz, 1000 Hz
and 2000 Hz octave bands.
2.08 + 2.35 + 2.65
Tmf = = 2.36 seconds
3
Step 7 Identify a sound absorbing material that is suitable for use in a school laboratory and determine the best
position for the material.
A manufacturer produces a non-flammable sound absorbing material that can be cleaned relatively easily. The
following absorption coefficient data is provided for the material.
Because the room is used as a laboratory, it is decided that the most appropriate place for the sound absorbing
material is on the ceiling or high on the walls.
Step 8 Estimate the required area of the sound absorbing material and calculate the mid-frequency reverberation
time when it is in place.
As a first estimate, it is decided to cover the entire ceiling with the sound absorbing material. The total absorption
areas in the 500 Hz, 1000 Hz and 2000 Hz octave frequency bands are then calculated.
Note: Because the mid-frequency reverberation time is required, calculations need only be conducted in the
500 Hz, 1000 Hz and 2000 Hz octave bands. However, should reverberation times need to be calculated for all
octave bands, the calculation method is the same as that illustrated for each octave band.
179
Appendix 6: Calculation of room reverberation times
180
Appendix 7: Calculation of sound absorption required in
corridors, entrance halls and stairwells
181
Appendix 7: Calculation of sound absorption required in corridors,
entrance halls and stairwells
Step 1 Calculate the surface area related to each absorptive material (ie for the floor, walls, doors and ceiling).
Step 2 Obtain values of absorption coefficients for the floor, walls, glazing and doors. (The values below are taken
from Table 7.1 of Approved Document E.)
Step 3 Calculate the absorption area (m2) related to each surface in octave frequency bands.
(Absorption area = surface area x absorption coefficient)
Step 4 Calculate the sum of the absorption areas (m2) obtained in Step 3
250 Hz 500 Hz 1000 Hz 2000 Hz 4000 Hz
Total absorption area (m2) 4.07 4.35 5.08 5.47 6.74
Step 5 Calculate the total absorption area (AT) required for the entrance hall.
The volume is 112 m3 and therefore AT = 0.2 x 112.0 = 22.4 m2.
182
Appendix 7: Calculation of sound absorption required in corridors,
entrance halls and stairwells
Step 6 Calculate additional absorption area (m2) to be provided by the ceiling. If values are negative in any octave
band then there is sufficient absorption from the other surfaces to meet the requirement without any additional
absorption in this band.
(Additional absorption = AT –total absorption area (from Step 4))
Step 8 Identify a ceiling product from manufacturers’ laboratory measurement data that provides absorption
coefficients that exceed the values calculated in Step 7.
Step 1 Calculate the surface area related to each absorptive material (ie for the floor, walls, doors and ceiling).
Step 2 Obtain values of absorption coefficients for the floor, walls, glazing and doors. (The values below are taken
from Table 7.1 of Approved Document E.)
Step 3 Calculate the absorption area (m2) related to each surface in octave bands.
(Absorption area = surface area x absorption coefficient)
183
Appendix 7: Calculation of sound absorption required in corridors,
entrance halls and stairwells
Step 4 Calculate the sum of the absorption areas (m2) obtained in Step 3
Step 5 Calculate the total absorption area (AT) required for the corridor.
The volume is 129.6 m3 and therefore AT = 0.25 x 129.6 = m2.
Step 6 Calculate additional absorption area (m2) to be provided by ceiling. If values are negative in any octave
band then there is sufficient absorption from the other surfaces to meet the requirement without any additional
absorption in this band.
(Additional absorption = AT – total absorption area (from Step 4))
Step 8 Identify a ceiling product from manufacturers’ laboratory measurement data that provides absorption
coefficients that exceed the values calculated in Step 7.
184
Appendix 8: Equipment specifications for
sound field systems in schools
Standard loudspeakers
A standard specification for loudspeakers is difficult, since there are circumstances
when specialised solutions are required. The specification provided below is a general
recommendation for typical loudspeakers used in a set of four to six in a classroom
within the normal range of sizes.
185
Appendix 8: Equipment specifications for sound field systems in schools
186
Appendix 8: Equipment specifications for sound field systems in schools
Mixer Amplifier
Inputs 1 mic/line Mic (-50 dBu sensitivity) • 1 mono, compatible with teacher
line (-10 dBu sensitivity) radio microphone receiver
switchable • 1 stereo (mixed to mono),
to enable music playback,
connection to computer
1 stereo line Stereo phono or 3.5 mm audio output. Alternatively built-in
jack (-10 dBu sensitivity) cassette player
• Prefer minimum of 1 additional
mono input to enable second
1 mic/line Min/line switchable as microphone for class discussion
above use when child using personal
FM system is present.
Dynamic range >75 dBA from Allows for usable listening range and
amplifier noise floor to scope for adjustment of controls.
clipping point
187
Appendix 8: Equipment specifications for sound field systems in schools
System main parameters Wideband FM Radio Microphone These channels are provided
System operating in the VHF high for service to the hearing
band channels allocated for use in impaired without requirement
personal FM systems. for a licence.
Must conform to IR 2030, published
by the Radiocommunications Agency
under the category Short Range
Devices. See www.radio.gov.uk for
latest standards.
If necessary to accommodate a large These channels require a
number of channels within a single licence, with an associated
school or site, licensed radio annual fee.
microphone units operating in the
UHF band can be used.
Channel selection It is preferred that the system has This enables a spare unit to
a user programmable support all units within a
channel selection. school or group of schools.
Also enables channels to be
easily changed in the event of
interference or the desire to
tune the system to match a
compatible personal FM receiver
brought in by a student.
Transmitter controls Volume Transmitter should be provided with a Some cheaper transmitters
and indicators or gain means to adjust the level of the signal. provide no gain adjustment.
This should be recessed or This limits use with other
screwdriver controlled to minimise the microphones and some users.
risk of accidental adjustment. This actually controls the
modulation of the radio section
of the transmitter.
On/Off A switch should be provided to enable An on/off switch should not
Switch the transmitter to be switched off be used unless the receiver is
to preserve battery life. This should also turned off.
be recessed to prevent If the TX is off, the receiver
accidental operation. may pickup an alternative
source on the same channel.
188
Appendix 8: Equipment specifications for sound field systems in schools
continued
Mute A switch should be provided to This allows the audio to
switch enable the audio signal output be turned off to allow
from the transmitter to be muted private conversation, etc.
without turning off the transmitter.
Battery A means of indicating the battery An alternative means of
switch transmitter to be switched off to testing batteries can be
preserve battery life. This should be provided instead.
recessed to prevent accidental
operation.
Transmitter It is preferred that there is a means Transmitter level is actually
level of checking the operating level of easy to measure at either end.
indicator the transmitter, either on the
transmitter unit, or on the receiver.
Channel Channel selection should be
selector available by means of an easy to
understand control that is protected
against accidental operation.
Transmitter battery Life ≥ 6 hours from a rechargeable nicad Battery life should be
battery under continuous measured under real operating
transmission conditions conditions. Many published
figures are not trustworthy as
Battery compartment should be they are actually for a standby
robust, enabling battery to slide in. condition.
A loose, plug-on battery
connection is not acceptable.
189
Appendix 8: Equipment specifications for sound field systems in schools
Headworn Microphone
190
Appendix 9: Noise at Work Regulations relating to teachers
191
Appendix 9: Noise at Work Regulations relating to teachers
The second action level is 90 dB(A) apply, and 140 Pa at which the duties at
LEP,d. If any employee is likely to be 85 dB(A) LEP,d are required. 200 Pa
exposed to this level or above, employers’ remains as an overall peak exposure limit.
additional duties under the Regulations Another feature of the new directive
include the following : which may be relevant to teachers is that
• to reduce noise exposure of employees it will be possible to assess noise exposure
through noise control measures other on a weekly, rather than a daily basis, if
than hearing protection exposure varies significantly from day to
• to mark hearing protection zones where day.
noise reaches the second action level with
recognised signs Further information
• to provide hearing protection to all The above summary of some aspects of
employees and to ensure that it is worn. the Noise at Work Regulations is included
for information, but does not purport to
At this action level employees must
be a complete statement of the
again maintain any equipment provided,
Regulations. Employers and employees
and must also wear the hearing protection
who believe that they may have duties
provided.
under the Regulations should obtain a
The regulations also specify a peak
copy of the Regulations and should be
action level of 200 Pascals (equivalent to
familiar with the requirements. For a full
an unweighted sound level of 140 dB).
version of the regulations see the HMSO
This represents an instantaneous sound
web site[5]. For information on the
level, caused for example by a loud bang.
effects of noise, the current regulations,
Where this level is exceeded, employers
the new Directive and its implications for
and employees have the same duties as at
the UK see the Health and Safety
the second action level. Exposure to the
Executive website[6]. The text of the
peak action level is normally linked with
Directive may be found on the website of
the use of cartridge operated tools, guns
the Official Journal of the Euopean
or similar loud explosive noises, but can
Union[4]. For a discussion of the
occur during the loud playing of a
implications for music teachers see
musical instrument[1].
www.musiced.co.uk.
192
Appendix 10: Example submission to Building Control Body
All submissions to the Building Control Example submission This example submission
Body (BCB) should clearly identify the The following items are provided in focuses on only a few of
the rooms, although the
relevant performance standards from support of the submission to the Building same level of detail would
Section 1, how they will be met, and the Control Body to demonstrate compliance be required for all relevant
performance that the design is expected with the acoustic requirements of Part E rooms in the school.
to achieve. Calculations, test reports etc of the Building Regulations.
should preferably be included in The ground floor plan of the rooms
appendices to the submission, rather than and the acoustic performance standards
in the main body of the submission. The are shown in Figure A10.1. On the first
extent of acoustic information required to floor there are classrooms above the
satisfy the BCB may vary between ground floor classrooms and music
Authorities and individuals. This example classrooms.
provides an indication of the minimum
level of information that should be A 10.1 Indoor ambient noise levels in
provided. The right hand column unoccupied spaces
contains a commentary on the The performance standards in Table
submission. A10.1 for indoor ambient noise levels
A set of symbols has been created for
use on plans in submissions to allow a
quick visual inspection of the BB93
performance standards for each acoustic Table A10.1: BB93 performance standards –
indoor ambient noise level
criterion and the performance that the
design is expected to achieve. The Room BB93 performance
symbols can be downloaded from the standard LAeq,30min
DfES acoustics website. Hand-produced (dB)
drawings would also be acceptable. Figure A10.1: The plan of
Classroom ≤ 35 the rooms and the acoustic
performance standards
c
0.9/1.0 0.9/1.0
35/35 35/35
35/35
48/45
37/35
e 37/35
48/45
0.7/0.8 0.7/0.8
d
Classroom 45/45 Classroom 45/45
45/45 55/55
35/35
b
35/35
a – f See Figure A10.3
For wall constructions see Table A10.6 and Figure A10.2
a
193
Appendix 10: Example submission to Building Control Body
Details of the noise survey have been taken from Table 1.1, Section 1. level, 59.9 dB LAeq,30min, is shown in
should be provided in an A noise survey was carried out at the Table A10.3.
Appendix. Sufficient
information should be site on XX.YY.ZZZZ to establish the The construction of the external
provided to allow the BCB noise climate. Free-field external noise envelope of the school will be a cavity
to confirm that the levels in terms of LAeq,30min and brick/block wall with 6/12/6 glazing.
measurement times and
positions are appropriate
LA1,30min were measured at a position The sound transmitted through the
and representative for the corresponding to the proposed school façade has been calculated for the
proposed school. facade closest to the dominant external classroom to determine the indoor
The external noise noise source, the nearby road. The ambient noise level. The upper limit for
spectrum is required to
calculate the indoor measured data are shown in Table A10.2. the reverberation time of the classroom
ambient noise level due to from Table 1.5, Section 1 has been used
sound transmission through in the calculation.
the façade.
In this example, only a Table A10.2: Noise survey data – LAeq,30min Ventilation will be provided by an
single noise measurement and LA1,30min (external noise) acoustic ventilator and a passive stack roof
has been taken at the ventilator with acoustic attenuation
proposed façade position LAeq,30min LA1,30min
for the few classrooms
treatment. The ventilation requirement
Time (dB) (dB) has been calculated based on 3 litre/s per
under consideration.
Normally, noise person.
08:00 – 08:30 57.5 66.1
measurements would be The calculations have been carried out
taken at the positions of all 08:30 – 09:00 56.8 64.8
the proposed school 09:00 – 09:30 58.0 64.8 using the Excel spreadsheet based on BS
façades. In some cases 09:30 – 10:00 57.7 EN 12354-3:2000 from the DfES
66.0
these measurements would acoustics website The results are shown in
be adjusted to take 10:00 – 10:30 57.4 66.9
account of some facades 10:30 – 11:00 56.9 64.6 Table A10.4.
being shielded from the 11:00 – 11:30 56.1 63.9 The indoor ambient noise level is
noise by the proposed calculated to be 34.7 dB LAeq,30min
building. 11:30 – 12:00 59.1 66.3
12:00 – 12:30 59.4 67.1 which is just below the upper limit for
12:30 – 13:00 59.8 64.9 classrooms, 35 dB LAeq,30min, and
On sites where there is a 13:00 – 13:30 58.6 66.4 therefore satisfies the performance
greater incidence of standards in Table 1.1, Section 1.
individual noisy events such 13:30 – 14:00 58.5 66.2
14:00 – 14:30 57.4 65.3 Note 1 of Table 1.1, Section 1 gives
as from aircraft overflights
or near a railway a more 14:30 – 15:00 57.9 66.8 guidance on indoor levels from individual
detailed noise survey would external noisy events. The facade will
15:00 – 15:30 58.2 65.6
normally be expected. offer a similar reduction in performance
15:30 – 16:00 57.4 66.0
16:00 – 16:30 59.9 71.3 for LA1,30min as for LAeq,30min, hence
16:30 – 17:00 56.6 65.0 the indoor level should not regularly
Depending upon the site,
each elevation could be exceed 55 dB LA1,30min.
exposed to a different level For these classrooms there are no noise
of noise. Therefore a sources due to building services that
different ventilation
strategy could be used on The 30 minute time period with the require consideration.
each elevation. This would highest external noise level during the
require separate school day, 59.9 dB LAeq,30min, is
calculations.
highlighted in the table.
The Leq,30min noise spectrum
corresponding to the 30 minute time
period with the highest external noise
194
Appendix 10: Example submission to Building Control Body
Classroom Classroom 45
195
Appendix 10: Example submission to Building Control Body
196
Appendix 10: Example submission to Building Control Body
A10.3 Airborne sound insulation The walls and doorsets to be used in The submission should
the school are referenced in Table A10.8 reference the source(s) of
between circulation spaces and other all laboratory sound
spaces used by students along with references to the laboratory insulation data for the
The performance standards in Table sound insulation test certificates. Doorsets walls, doorsets and
will have a vision panel and neoprene ventilators. Copies of
A10.7 for airborne sound insulation
laboratory sound insulation
between circulation spaces and other blade seals to the jambs and head, and test certificates can be
spaces used by students have been taken drop threshold seals. included in the appendices
from Table 1.3, Section 1. of the submission, or
reference can be made to
the test report number and
the laboratory accreditation
number.
Table A10.7: BB93 performance standards - airborne sound insulation between circulation
spaces and other spaces used by students
197
Appendix 10: Example submission to Building Control Body
a
EXTERNAL FACADE
b
CLASSROOM CLASSROOM
Flexible cavity stop
within cavity
continuous for the Concrete screed with
height of the crosswall embedded heating pipes
c on polystyrene insulation
and polyurethane
resilient layer
d
CORRIDOR
e f
CLASSROOM CLASSROOM
140 mm dense
Mastic filled joint blockwork
crosswall tied
into 100 mm
corridor wall
198
Appendix 10: Example submission to Building Control Body
Table A10.8: Separating elements - airborne sound insulation between circulation spaces and other spaces used by students
Separating Separating element BB93 performance Separating element Laboratory test report
element (Refer to Figure A10.2 standard laboratory performance
for wall details) Rw (dB) Rw (dB)
A10.4 Impact sound insulation of laboratory sound insulation test certificates. The submission should
floors The separating floor construction include all relevant flanking
details and reference the
The performance standards in Table shown in Figure A10.4 with a permanent calculation tools or
A10.9 for impact sound insulation have carpet (ie glued to the floor) will be used software used to estimate
been taken from Table 1.4, Section 1. in the classroom and the music classroom the sound insulation due to
the combination of direct
The floor construction to be used in to achieve the performance standards. and flanking transmission.
the school is in Table A10.10 along with The first floor science laboratories will
references to the estimation method and have vinyl flooring instead of carpet.
199
Appendix 10: Example submission to Building Control Body
5 mm needlefelt carpet
60 mm screed incorporating heating pipework
Polystyrene insulation
5 mm Polyethylene resilient layer
150 mm 2400 kg/m3 concrete
25 mm mineral wool
12.5 mm plasterboard or proprietary acoustic
ceiling product
Absorption coefficients
Painted blockwork 60 0.10 0.05 0.06 0.07 0.09
Carpet on concrete floor 56 0.05 0.05 0.1 0.2 0.45
Glazing 14 0.1 0.07 0.05 0.03 0.02
Suspended plasterboard ceiling 30 0.2 0.15 0.10 0.05 0.05
Absorbent ceiling - Product X Manufacturer Y 26 0.45 0.50 0.55 0.30 0.15
Absorbent tile for back wall - Product X Manufacturer Y 16 0.17 0.38 0.48 0.68 0.88
Reverberation times
T (s) 0.88 0.89 0.77 0.75 0.54
Tmf (s) 0.7
200
Appendix 10: Example submission to Building Control Body
Absorption coefficients
Fair-faced blockwork 170 0.05 0.05 0.05 0.08 0.14
Parquet on concrete floor 192 0.04 0.04 0.07 0.06 0.06
Glazing 76 0.15 0.05 0.03 0.03 0.02
Suspended plasterboard ceiling 140 0.2 0.15 0.10 0.05 0.05
Absorbent ceiling - Product X Manufacturer Y 52 0.51 0.68 0.85 0.92 1.00
Absorbent tile for back wall and top of side
walls - Product X Manufacturer Y 90 0.46 0.67 0.83 0.93 0.95
Reverberation times
T (s) 1.50 1.35 1.18 1.12 1.02
Tmf (s) 1.11
201
Appendix 10: Example submission to Building Control Body
202
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List of organisations
Institute of Acoustics
77A St Peter’s Street, St Albans, Herts, AL1 3BN
Tel: 01727 848195 Fax: 01727 850553
Email: ioa@ioa.org.uk
Website: www.ioa.org.uk
207