noise pollution and classroom acoustics marc hodapp rory moulton kari ricker

Noise Pollution and Noise Pollution and Classroom AcousticsClassroom Acoustics

Marc HodappMarc Hodapp

Rory MoultonRory Moulton

Kari RickerKari Ricker

GoalsGoals

Original goalOriginal goal– Determine noise levels in local Determine noise levels in local

classroomsclassrooms

Final goalsFinal goals– Improve local classroom acousticsImprove local classroom acoustics– Develop noise reducing materials Develop noise reducing materials

using recyclable resourcesusing recyclable resources

ObjectivesObjectives

ObjectivesObjectives– Determine existing local classroom Determine existing local classroom

acoustical conditionsacoustical conditions– Make recommendations to improve Make recommendations to improve

local classroomslocal classrooms– Develop innovative acoustical Develop innovative acoustical

treatments from recycled material treatments from recycled material that would also apply to other that would also apply to other similar buildingssimilar buildings

Negative Effects of Poor Negative Effects of Poor Classroom AcousticsClassroom Acoustics

25% to 30% of teacher’s verbal 25% to 30% of teacher’s verbal communication is not heardcommunication is not heard

Lowered reading comprehension Lowered reading comprehension scoresscores

Achievement scores below grade Achievement scores below grade levelslevels

Reading Comprehension Reading Comprehension UK, Spain, & Netherlands, 2003UK, Spain, & Netherlands, 2003

Modified from http://aje.oxfordjournals.org/cgi/content/full/163/1/27

Aircraft Noise, dB(A)

Read

ing

Com

pre

hen

sio

n S

core

s

100

0

n = 2000 students

Standardized Grade Standardized Grade Equivalent TestEquivalent TestLos Angeles, CA, 2001Los Angeles, CA, 2001

Modified From http://www.quietclassrooms.org/library/ICA2001.htm

n = 1406 students

Population DistributionPopulation DistributionPopulation Distribution in Puerto Rico

Living inMetropolitan Areas(95%)

Not Living inMetropolitan Areas(5%)

Population Distribution in the United States

Living inMetropolitan Areas(80%)

Not Living inMetropolitan Areas(20%)

Methodology Part One:Methodology Part One:ResearchingResearching

Archival researchArchival research– Researched effects of excessive noiseResearched effects of excessive noise– Researched current acoustical solutions Researched current acoustical solutions – Investigated recycled materials on islandInvestigated recycled materials on island

InterviewsInterviews– Acoustical EngineerAcoustical Engineer– Waste Management SpecialistWaste Management Specialist– Industrial EngineerIndustrial Engineer– Mechanical EngineerMechanical Engineer

Methodology Part Two:Methodology Part Two:Selecting ClassroomsSelecting Classrooms

Obtained permission from the Puerto Obtained permission from the Puerto Rico Department of EducationRico Department of Education

Visited four local junior high schoolsVisited four local junior high schools– Located two classrooms in each school Located two classrooms in each school

One classroom in noisiest section of schoolOne classroom in noisiest section of school One classroom in quietest section of schoolOne classroom in quietest section of school

Methodology Part Methodology Part Three:Three:

Noise MeasurementsNoise Measurements Following ANSI standardsFollowing ANSI standards

– Used A-weighted time averaging sound Used A-weighted time averaging sound level meter level meter A-weighted: Noise as perceived by humansA-weighted: Noise as perceived by humans

– Recorded six separate readings of noise Recorded six separate readings of noise levelslevels Every three seconds for thirty secondsEvery three seconds for thirty seconds Noted background noises during noise level Noted background noises during noise level

spikesspikes

Methodology Part Methodology Part Three:Three:

Noise MeasurementsNoise Measurements In all visited schoolsIn all visited schools

– Recorded two unoccupied classroomsRecorded two unoccupied classrooms One reading with unoccupied adjacent One reading with unoccupied adjacent

roomsrooms One reading with occupied adjacent roomsOne reading with occupied adjacent rooms

In one visited schoolIn one visited school– Measured an additional roomMeasured an additional room

With air conditioner on With air conditioner on With air conditioner offWith air conditioner off

Methodology Part Four:Methodology Part Four:Classroom ProfilingClassroom Profiling

OutdoorsOutdoors– Photographed school groundsPhotographed school grounds– Measured distances to noise sourcesMeasured distances to noise sources

IndoorsIndoors– Calculated reverberation timeCalculated reverberation time

Measured classroom dimensionsMeasured classroom dimensions Noted classroom objects’ materialNoted classroom objects’ material

– Distributed teacher surveysDistributed teacher surveys

Understanding the Understanding the ResultsResults

NoiseNoise – Originates from inside or outside Originates from inside or outside

– Travels as a sound wave Travels as a sound wave

– Measured in decibels (dB)Measured in decibels (dB)

– Classroom levels should be less than Classroom levels should be less than 35 dB on average35 dB on average

Understanding the Understanding the ResultsResults

Reverberation time (echo)Reverberation time (echo)– Can be estimated Can be estimated

Assuming Sabine roomAssuming Sabine room Using absorption coefficients Using absorption coefficients

– Can be measured Can be measured Using a sound level meterUsing a sound level meter

– Units are in seconds Units are in seconds – Classroom time should be less than .6 Classroom time should be less than .6

secondsseconds

Reverberation Reverberation ExampleExample

www.reverberationtime.com

Rafael Martinez Nadal Rafael Martinez Nadal (RMN)(RMN)

Located in GuaynaboLocated in Guaynabo Surrounding the school:Surrounding the school:

– Bus stationBus station– High traffic road (most noise)High traffic road (most noise)– FarmFarm– CourtyardCourtyard

Dr. Cesareo Rosa Dr. Cesareo Rosa Nieves (CRN)Nieves (CRN)

Located in the San Juan areaLocated in the San Juan area Surrounding the school:Surrounding the school:

– Construction site on two sides (most Construction site on two sides (most noise)noise)

– Elementary schoolElementary school– HousingHousing

Sabana Llana (SL)Sabana Llana (SL)


– High traffic street (most noise)High traffic street (most noise)– Courtyard with a basketball Courtyard with a basketball

court (most noise)court (most noise)– Housing Housing – Parking lotParking lot

Republica Del Peru Republica Del Peru (RDP)(RDP)


– High traffic road (most noise)High traffic road (most noise)– Housing on two sidesHousing on two sides– Basketball court Basketball court

and playing fieldsand playing fields

ResultsResults

Rafael Martinez Nadal Room 1 (Adjacent Room Occupied)

50

55

60

65

70

75

1 2 3 4 5 6 7 8 9 10

Reading Number

So

un

d L

evel

(d

B)

Reading 1

Reading 2

Reading 3

Reading 4

Reading 5

Reading 6

ResultsResultsRafael Martinez Nadal Room 1 Rafael Martinez Nadal Room 1

Adjacent Room OccupiedAdjacent Room Occupied

Comparison of Average Noise Levels

0

10

20

30

40

50

60

70

1

So

un

d L

ev

el (

dB

) Reading 1

Reading 2

Reading 3

Reading 4

Reading 5

Reading 6

ANSI Suggestion

ResultsResultsRafael Martinez Nadal Classroom Rafael Martinez Nadal Classroom

Comparison ChartComparison ChartRafael Martinez Nadal Classroom Comparison Chart

54

55

56

57

58

59

60

61

62

1 2 3 4

Average Reading Number

So

un

d L

ev

el (

dB

A)

Room 1 (loud),occupiedadjacent

Room 1 (loud),unoccupiedadjacent

Room 2 (quiet),occupiedadjacent

Room 2 (quiet),unoccupiedadjacent

ResultsResultsOccupied Adjacent Classroom Average Noise Level

0

10

20

30

40

50

60

70

1

So

un

d L

ev

el

(dB

)

CRN 1

CRN 2

RMN 1

RMN 2

RDP 1

RDP 2

SL 1

SL 2

ANSI

ResultsResultsUnoccupied Adjacent Classroom Average Noise Level

0

10

20

30

40

50

60

70

1

So

un

d L

evel

(d

B)

CRN 1

CRN 2

RMN 1

RMN 2

RDP 1

RDP 2

SL 1

SL 2

ANSI

ResultsResults

Average Reverberation Time (Open Windows)

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

RDP 2 CRN 1 RMN 2 SL 2 RDP 2 RMN 1 CRN 2 SL 1 ANSI

School Name and Classroom #

RT

(se

con

ds)

CHART KEYRMN: Rafael Martinez NadalCRN: Dr. Cesareo Rosa NievesSL: Sabana Llana RDP: Republica Del Peru

SLRMNRDPCRN

School Number

10

8

6

4

2

0

Med O

n a

scale

of 1 to 1

0, w

hat is

the n

ois

e level in

your

cla

ssro

om

?

10

6

77

Teacher ResultsTeacher Results


98 percent reported that there was 98 percent reported that there was outdoor noise during class hoursoutdoor noise during class hours

89 percent reported that they have 89 percent reported that they have to speak over the outdoor noisesto speak over the outdoor noises

76 percent recorded that they hear 76 percent recorded that they hear noise from other classroomsnoise from other classrooms

73 percent recorded that they have 73 percent recorded that they have to speak over interior noisesto speak over interior noises

Conclusions:Conclusions: Classroom Acoustics Classroom Acoustics

Sound levels exceed ANSI, 2005 Sound levels exceed ANSI, 2005 recommendationsrecommendations

Reverberation times exceed ANSI, 2005 Reverberation times exceed ANSI, 2005 recommendations recommendations

People cause the most frequent People cause the most frequent increases in noise levelsincreases in noise levels

Noise levels vary within schools Noise levels vary within schools Teachers in all schools agree that noise Teachers in all schools agree that noise

levels are high levels are high

ResultsResultsSound Absorbing MaterialSound Absorbing Material

Polyester as a sound absorberPolyester as a sound absorber

http://kr.gobizkorea.com/att/english/offer/PSF-HC1.jpg

ResultsResultsSound Absorbing MaterialSound Absorbing Material

Conclusions:Conclusions: Acoustical Tiles Acoustical Tiles

Inexpensive fibers Inexpensive fibers Low initial investment Low initial investment Pioneering productionPioneering production Potential for profit Potential for profit Potentially large marketPotentially large market

Recommendations for Recommendations for The Department of The Department of

EducationEducation Phase Number One: Understanding Phase Number One: Understanding

NoiseNoise– Purchase low-cost sound level metersPurchase low-cost sound level meters– Initiate an island wide sound studyInitiate an island wide sound study– Collect data in a standardized mannerCollect data in a standardized manner– Identify the schools and areas with Identify the schools and areas with

the most noise problems the most noise problems


EducationEducation Phase Number Two: Developing Phase Number Two: Developing

StandardsStandards– Consult an Acoustical EngineerConsult an Acoustical Engineer– Develop and adopt acoustical Develop and adopt acoustical

standards standards Follow ANSI Follow ANSI Develop standards for Puerto Rico Develop standards for Puerto Rico


EducationEducation Phase Number Three: Beginning Phase Number Three: Beginning

the Process of Change the Process of Change – Urge schools to consider our low-cost Urge schools to consider our low-cost

solutionssolutions– Consider allocating funds to Consider allocating funds to

acoustically treat classroomsacoustically treat classrooms– Work with the Environmental Quality Work with the Environmental Quality

Board to reduce noise outside of Board to reduce noise outside of schools schools

Recommendations for All Recommendations for All Puerto Rican Public Puerto Rican Public

SchoolsSchools Step Number One: Know Your Step Number One: Know Your

NoiseNoise– Take sound level measurementsTake sound level measurements

Interactive learning experience Interactive learning experience Involve students and teachersInvolve students and teachers

– Locate the loudest and quietest Locate the loudest and quietest sections sections

– Identify the major sources of noiseIdentify the major sources of noise

Recommendations for Recommendations for All Puerto Rican Public All Puerto Rican Public

SchoolsSchools Step Number Two: Involving Step Number Two: Involving

Students Students – Educate students about noise Educate students about noise – Demonstrate different sound levels Demonstrate different sound levels

in classin class– Inform students when their voices Inform students when their voices

are loud are loud


SchoolsSchools Step Number Three: Designate Quiet Step Number Three: Designate Quiet

ZonesZones– Determine which areas are quiet zones Determine which areas are quiet zones

HallwaysHallways ClassroomsClassrooms LibrariesLibraries

– Designate one or two break rooms Designate one or two break rooms Located in loudest section Located in loudest section

– Designate a gathering area outdoors Designate a gathering area outdoors Located as far away from classes as possibleLocated as far away from classes as possible


SchoolsSchools Step Number Four: Sound Step Number Four: Sound

Solutions Solutions – Low Cost Low Cost

Open windows Open windows Close doors Close doors Limit use of mechanical devices Limit use of mechanical devices

– Commercial Solutions Commercial Solutions Install acoustical tiles Install acoustical tiles Seal windows Seal windows Install central air conditioning Install central air conditioning

Summary of Summary of RecommendationsRecommendations

Locate noise sources Locate noise sources Rearrange classrooms Rearrange classrooms Educate students about noiseEducate students about noise Seperate break areas from classesSeperate break areas from classes Open windows to reduce Open windows to reduce

reverberationreverberation Limit the use of mechanical devicesLimit the use of mechanical devices

Thank youThank you

Department of Education Department of Education University of Puerto Rico University of Puerto Rico Selected schools Selected schools IntervieweesInterviewees ADSADS PRIDCOPRIDCO REMAREMA

noise pollution and classroom acoustics marc hodapp rory moulton kari ricker

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