Acoustical challenges for achieving enhanced acoustical performance within schools required by leed

Zohreh Razavi

Abstract


Based on the ANSI 12.6-2002(R2009) standards, a core learning space is defined as a location within building where students assemble for educational purposes such as: classrooms, conference rooms, libraries and music rooms. Spaces where good communication is important but informal learning is the primary function are called ancillary learning spaces which include gymnasiums, cafeterias and corridors. The LEED® minimum acoustical performance - IEQ Prerequisite 3 - is to achieve a maximum background noise level of 45 dBA from HVAC systems within classrooms and core leaning spaces, and for core learning spaces smaller than 566 m3, confirm that 100% of the ceiling or equivalent surface areas are covered with acoustical material achieving NRC of 0.70 or higher. For space larger than 566 m3, the reverberation time should be 1.5 seconds or shorter. The LEED&regEnhanced Acoustical Performance - IEQ Credit 9 - is building shell, classroom partitions and other core learning spaces partitions should meet the STC requirements of ANSI S12.6-2002 standard, except windows, which must meet an STC rating of at least 35. Background noise level from HVAC in classrooms and other core learning spaces shouldn't exceed 40 dBA. The main acoustical challenges within schools where achieving enhanced acoustical performance are required by LEED&regwould be large windows and doors with unknown acoustical performances. A few challenges within schools will be discussed in this paper.

Keywords


Architectural acoustics; Building codes; Climate control; Reverberation; Societies and institutions; Sound insulation; Acoustical performance; Background noise; Building shell; Conference rooms; Equivalent surface areas; HVAC system; Informal learning; Primary functions; Reverberation time

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