DESIGN OF SEMINAR HALL PROJECT DOCUMENT

A

Project Report

On

DESIGN OF SEMINAR HALL

Submitted as per Requirement of

Maharashtra state board of technical education

Towards partial fulfilment of

Sixth Semester in Diploma in Construction Technology

Submitted by

RUSHABH H SHAH

Under the guidance of

PROF. SALIL P. DESHPANDEDepartment of CONSTRUCTION TECHNOLOGY

Vidyavardhini’s Bhausaheb Vartak Polytechnic, Vasai Road

Academic Year 2013-2014

Bhausaheb Vartak Polytechnic Year 2013-14Page 1

IndexSR NO TOPIC PAGE NO

1 INTRODUCTION

1.1Objectives

1.2 Seminar hall: Seminar hall

1.3 Auditoriums

1.4 Entrances

3

2 LITERATURE REVIEW

2.1 Seminar hall rooms

2.2 The seminar hall interior

2.3 Seats

2.4 Projection screen(s)

2.5 Walls and ceiling

2.6 Doors

2.7 Electrical, telecommunications and audiovisual services

2.8 Fire prevention

8

3 ACOUSTICS

3.1 General

3.2 Velocity of sound

3.3 Frequency and intensity of sound

3.4 Timbre

3.5 Influence of environment

3.6 Defects due to reflected sound

3.7 Factors affecting the acoustic design of the seminar hall

3.8 defects in a seminar hall and their remedies

51

4 CASE STUDY 76

5 CONCLUSION 87

6 FUTURE SCOPE 89

7 REFERENCES 91


LIST OF TABLES

TABLE 1 – SOUND VELOCITIES IN DIFFERENT MEDIUMS

TABLE 2- SOME TYPICAL SOUND LEVELS

TABLE 3- MATRIX TYPES OF SEATING IN DIFFERENT ROOMS

TABLE 4- TEACHING STATION

TABLE 5 – ROOM CAPACITY

LIST OF FIGURES

FIGURE 2.1 - INSTRUCTOR WORKSTATION

FIGURE 4.1 – SEMINAR HALL

4.2- MODIFIED SEMINAR HALL


CH 1

INTRODUCTION


1 INTRODUCTION

Seminar hall rooms are designed to facilitate interaction and face-to-face discussion

amongstudents and instructor in small classes, usually fewer than 20 students. These

rooms sometimesare used also as for departmental meetings or conferences.

Design guidelines for specific considerations such as doorway entrances, hallways,

acoustics, finishes, and air ventilation and circulation, etc. are similar to the measures

outlined in

This guidance for the design of learning environments was developed by a multi-

disciplinary team. The team included campus planners, architects, anaudio-visual

system expert, and a senior faculty member who have extensive experience inthe

design of many different kinds of rooms where learning takes place. The team

solicitedinputs from faculty, staff, and students in all of the departments of the college,

mechanical andelectrical engineers, and consultants involved with design of hundreds

of seminar hall.

Our primary reason for asking you to read this guidance is to convey the lessons

learned andhelp you avoid “reinventing the wheel” as design of future projects

proceeds. We areconfident this will expedite the design process and create better

learning environments.

Objectives

Our program to upgrade learning environments has the following objectives:

Encourage interactive learning

Provide comfortable seating with larger work surfaces

Add multi-media audio-visual systems with good sight lines

Provide a link to the Internet from every learning room

Improve access for all persons

Improve functional relationships

Increase flexibility to respond to future needs

Increase seminar hall use rates



Seminar hall: Collaborative/ Seminar halls with movable tables and chairs which

provide the instructor flexibility to arrangethe class in small discussion teams or meet

with the class as a whole.

Pedagogy and the Learning Environment

Technological advancement and accessibility of mediation at a lower cost, and

subsequent changes in pedagogy allplace demands on the physical space. There is still

a need for lecture type rooms where seat count can bemaximized by the nature of the

learning method (instructor in front with presentation area, rows of seats). Yet there is

also an increasing need for rooms that can accommodate a variety of teaching

methods, quickreconfiguration, and technology. These changes in teaching

preferences and technological advancements have notbeen reflected.

Recent programming exercises for new buildings and subsequent feedback on the use

of the current seminar hallshave rendered the following valuable information:

Faculty demand for flexible space in seminar halls

Faculty and student demand for collaborative work spaces

Faculty and student demand for mediated seminar halls

Ever increasing demand for special needs student furnishings.

The quest to prepare students for the corporate world with experimental skills and the

increase in graduatepopulation require older facilities to perform differently than

originally designed. The non‐castered tablet‐arm chairs once essential in seminar halls

design are no longer viewed as appropriate. The increased use of laptops creates

aneedfor larger flat work surface to accommodate the technology and books. The

changes in teaching methodsrequire team/collaborative work



1.2 Seminar hall: Seminar hall

Seminar hall rooms generally accommodate smaller numbers of students seated in any

number of seatingconfigurations.

Seminar hall rooms contain 19 ‐ 25 seats.

A face‐to‐face seating arrangement is possible.

The instructor sometimes sits with students.

25 ‐ 30 square feet per student accommodates this type of pedagogy.

Fig 1.3 seminar hall Fig 1.4 seminar hall

1.3 Auditoriums

Auditoriums contain more than 150 seats

Aisles may be sloped but all seating areas must be tiered

Theatre‐style seating with attached tablets are allowed

A curved configuration is optimum

18 square feet per student overall, but at least 6.5 square feet per student in the

seating area, allows for ample circulation amongst the seats.

The square feet per student ratio is proportionate to the space associated with

thepodium/front of room, and amount of circulation space required. If the

function of the roomrequires a large stage area or specific circulation pattern,

the overall square feet per studentmay be over guideline.

1.4 ENTRANCES



At-grade access should be provided to the front area of large lecture halls which have

slopedor tiered floors to accommodate equipment being moved into and out of the

room and toaccommodate people who use wheelchairs. In lecture halls where there is

a sloped or tiered floor, the floor must remain flat at least five feet from the entrance

into the room.

Primary entries for large lecture halls should be in the rear section of the room, with

doorsplaced in the side walls rather than the rear wall whenever possible. This reduces

the amount oflight reaching the projection screen when the doors are opened during

class. Another solution isto use light traps, two sets of doorways that trap light from

entering into the lecture hall when thedoors are opened.

There should be double doors at each entrance, with each door being a minimum of

three feetwide. If it is necessary to have a centre post between the doors, it should be

removable tofacilitate the passage of large pieces of equipment.

It is important that the doors swing open into the lobby area in a way that does not

obstructthe efficient flow of traffic to and from the lecture hall. When possible, doors

should be recessedinto the room.

The movement of students and the noise they generate should be a major

consideration indetermining the width of corridors and the location, number, and size

of entrance/exit doors incorridors, stairwells, and learning rooms. Building codes are

not the only criteria to consider.

Corridors should not be designed only for pedestrian circulation.Provide comfortable

placesfor students to sit while waiting for class, with lights above the seats and data

outlets nearbyfor laptop use. Alcoves along corridors that facilitate casual social

encounters, study, andprovide visual interest or space to wait for elevators are strongly

encouraged.



CH 2

LITERATURE REVIEW



2.1 Seats

The acoustical property of the seats should be essentially the same whether they are

vacant oroccupied.

2.1.1 Seating

Seating should be selected that will meet minimum comfort standards and still satisfy

the requirementsof Uniform Building/Fire Codes, cost, durability, functional comfort,

appearance/finish, and performanceover time. Chairs should be comfortable for use by

people ranging in size from the 5th percentile (4’‐11”tall, approximately 113 lbs) to

the 95th percentile male (6’‐2” tall, approximately 246 lbs).

Fig 2.1 fixed seating Fig 2.2 movable seating

Design Standard

When selecting seating in order to achieve minimum standards of comfort, aspects

such aswidth of seat, type of lumbar support, appearance, versatility of seating,

replacementavailability/ease of maintenance and cost should be considered.

Seating Width

Seat width comfort will range from 20 to 22 inches for loose seating such as

stackers, sled base chairs & chairs with casters (4‐leg or star‐base).

Auditorium fixed seat width to be at 24 inches unless restricted by row curve.



The selection of seating width should be based upon the criteria set forth for the

type ofseating utilized.

Seating Back Support

All seating shall have proper lumbar support.

The back should have a slope ranging from 12 to 30 degrees for seminar hall

seating.

The height of the back should not exceed 34 inch from the floor level.

2.1.2 Appearance

The appearance shall be coordinated with the interior of the seminar hall and

meet theacoustical requirements for the space. Light colors are discouraged.

Upholstered seating shall be used in large auditoriums or lecture halls only

wherereverberation of sound is a problem. All other rooms to have non‐upholstered seating.

The construction and materials should be selected so that their color and

surface areconsistent with the other furnishing within the seminar hall.

Replacement Availability/Ease of Maintenance/Warranty

Chairs shall be procured from "name brand" manufacturers that demonstrate

proventrack records in the marketplace, and maintain stock levels that insure

replacement canbe made without timely backorder delays.

Chairs shall be selected that facilitate cleaning of the floor surface, and

requireminimum maintenance of the seat covering (if applicable).

Provide written warranty for all proposed furniture. ASU prefers 10 year or

longerwarranty on all furniture items.

When casters are specified on seating, insure that the casters are the correct

type of thefloor finish (carpet, VCT, etc)



2.1.3 Quality

High quality seating shall be purchased to minimize the long term life cycle costs

since fundingfor equipment replacement, repair, and maintenance are becoming

increasingly difficult toobtain versatility

Fixed seating shall be provided in all large lecture halls, and shall be

constructed of cast iron or steel frames. Auditorium seating shall have

retractable tablet arms.

Non‐theatre lecture seating requires free‐standing, chairs with casters.

In lecture rooms where programs will typically exceed 2 hours, padded seats

and backsshould be selected.

Fixed auditorium seating may require electrical/data outlets, based on

programmingneeds.

2.1.4 Student Seating Area

Fixed Seating

There may be special circumstances when a small lecture hall, 75-100 students, would

best beserved by the use of movable seating, but in general it is recommended that

rooms seating morethan 75 have fixed seating. The seating plan should support the

anticipated function.

Continuous fixed tables with attached swing-away chairs are the preferred seating in

lecturehalls. This provides the student with the maximum work area and makes it easy

to provideelectrical and data connections at each seat. In addition, by removing the

swing-away seats inappropriate locations, easy access can be provided for wheelchair

users or for larger studentsusing straight chairs. It should be noted, however, that it is

necessary to allow more square feetper student station when installing this type of

furniture as compared to other types of fixedchairs. Other options include tables with

task chairs on casters and auditorium seating with tabletarms. In some cases, it may be

advisable to provide a mix of furniture types (I.e. fixed tables inthe front plus a back

row or two of tablet arm chairs). This allows for comfortable seating for themajority

of classes and enough extra seats for some larger groups.



When fixed chairs with tablet arms are used, the tablet arm should have a minimum of

150square inches of writing surface. The arm also should fold to facilitate passage of

studentsthrough the rows of seats. If fixed chairs are attached directly to the floor,

exposed bolt headsshould be covered.

Since the number of seats in each row and the relationship of this number to the aisles

are oftencovered by code requirements, these should be consulted in determining the

layout of a room. Toprotect the wall surfaces from damage, fixed seating should not

be located adjacent to walls, especially walls having acoustic panels.

It is recommended that all components of seating carry a minimum five year

manufacturer’s warranty. Further, the manufacturer should warrant the availability of

replacement parts for aminimum of ten years.

Seating for Left-Handed Persons

When installing fixed seating other than tables, a minimum of ten percent left-handed

tabletarms is needed. These left-handed seats should be installed on the left side of the

aisle whenviewed from the instructor area.

Seating for Persons with Mobility Impairments

Seating for mobility-impaired students should be provided in all lecture halls in

accordancewith federal and state accessibility codes relative to the capacity of the

room. Wheelchair stationsshould be available in a variety of locations within the

seating area. In addition, one percent andat least one of all the fixed seats should be

aisle seats with no armrests on the aisle side. To

36accommodate students in wheelchairs, a table 19 inches deep, 31 inches high (with

29 inchesclearance), and 36 inches wide is recommended. Provisions may be

necessary to accommodate companions who assist studentswith hearing, sight and

mobility impairments.



2.2. The Seminar hall Interiors

2.2.1 Design

Seminar halls should be developed and designed from the “inside out”. The following

items should beconsidered when creating a new seminar hall:

The optimum orientation and shape of the seminar hall should be determined

by the primaryexpected teaching style, the capacity of the room, and the level

of mediation.

Designing for the flexibility of room use is strongly encouraged. The more

square footageallotted to each student, the greater the opportunity for

flexibility.

The total square footage of each room is to be based on the type of seminar

hall, the specificcapacity and the type of seating, as specified in Section 3,

Room Definitions.

Seminar halls with a capacity of 49 or less are to be as square as possible to

allow for greaterflexibility in furniture arrangement, and better sight lines.

Generally, seminar halls should be sized in a 2:3 or 3:4 widths to length ratio.

Long, narrow, “railcar”

Style rooms are not acceptable.

Lecture halls with capacities above 60 require tiered seating. A curved

configuration improvesvisibility and student/instructor connectivity.

Every seat must have an unobstructed view of the teaching wall. No columns

or other visualobstructions are allowed in Arizona State Collegeseminar halls.

Inseminar halls where the instructor’s workstation is movable, adequate space

must be provided to allow the workstation to be positioned at least 3 feet away

from the teaching wall. Inseminar halls with fixed tables and/or fixed seating,

the front edge of the instructor’s workstationmust be at least six feet from the

front row.



Fig 2.3-INTERIORS Fig 2.4 – SEMINAR HALL INTERIORS

2.2.2 DIMENSIONS

The room dimensions should be similar to those of general purpose seminar halls

butbecauseseminar hall rooms typically have tables and chairs, the total room area

should allow 20square feet per student station. Long narrow rooms limit eye contact

and reduce personalinteraction among participants in a class. Ceiling height should be

ten feet minimum.

The projection screen or chalkboard/markerboard defines the front of the room.

Ifachieving maximum capacity is an objective, a single entrance at the front of the

room will allowthe incorporation of the entry space into the instructor area. A single

rear entrance reducesinterruptions from late-arriving students but will require more

space.

Although many seminar hall rooms have the same installed technology as general

purposeseminar halls that may not always be the case. In rooms without installed

technology, the front ofthe room should be large enough to accommodate at least

basic AV equipment, such as acomputer and LCD projector. It is recommended that a

projector used in a seminar hall room mayneed to be equipped with a short focal

length lens to reduce the distance from the projector to thescreen. Faculty also should

be aware that placing the projector on the table where students sitmay create

distracting noise and heat.

As the size of the space increases, the complexity of design for that space

increasesgeometrically. It is not a linear process. Design mistakes that may go



unnoticed in a smallseminar hall room will be magnified many times in large lecture

halls to the point where the spacemay become dysfunctional.

To provide good sight lines and acoustics, a modified fan-shaped design is often best.

In thisconfiguration, student seating can be arranged to provide good viewing angles

from all seats.

Rooms that are wider will require a much deeper instructor area in order to maintain

goodviewing angles.

Larger rooms must be sloped or tiered to provide good sight lines. The slope of the

floorin a large room or lecture hall should be no more than 1:12

If there is a rise of four inches or less from one row to the next, then the seating ineach

row should be offset to permit clear visibility to the front of the room. The slope of the

floor32in a lecture hall should maximize sight lines. An accessible route within the

lecture hall and achoice of wheelchair seating locations are required (see Furnishings).

Some small lecture halls (under 100-student capacity) may have a sloped or tiered

floor whilesome may have a flat floor.

The aisles in a lecture hall should be arranged to provide the maximum prime

viewinglocations for the audience. Generally, this will mean no centre aisle. Building

codes must beconsulted to determine the number of seats in a continuous row and the

distance between rowsallowed in the jurisdiction.

There must be no posts or other obstructions anywhere inside a lecture hall that would

blockthe view of the teaching area from any seat.

Ceiling heights will vary, depending upon a variety of factors. The following

arerecommended optimum ceiling heights, based on the number of student stations

within the lecturehall and the appropriate projection viewing guidelines. These

guidelines include:

• The screen having an aspect ratio of 4:3

• The bottom of the screen being at the top of the chalkboard

• The distance from screen to farthest viewer being no more than 4 times the screen

width

• The distance from screen to first row of seats being no less than 1.5 - 2 times the

screen width



2.2.3 WINDOW AND WALL TREATMENTS

Fenestration should be kept to a minimum. All windows must be equipped with

windowcoverings (shades, drapes, venetian blinds) that are opaque and mounted to

prevent ambient lightleakage around the edges

To protect the wall surfaces, wainscot chair railing is often installed in seminar hall

rooms toprevent the backs of chairs from rubbing and scarring the walls.

WINDOWS

Daylight is an important part of most learning environments. Windows should be

included inseminar halls whenever possible. Lecture halls require excellent light

control. This can be accomplished by eliminatingwindows (except for the vision

panels in the doors) or by having shades that completely block thelight. If windows

must be preserved as an exterior architectural element, glass panes can bereplaced

with mirrors or other opaque material or the entire window opening can be covered

onthe inside with some type of decorative/acoustic panel.

Windows must comply with the “Glass and Glazing”.

If easily accessible, window coverings can be manually operable; otherwise,

coverings must bemotorized with controls located at the instructor’s

workstation on the AV touch panel. Whereapplicable, the depth of the window

should be designed to allow for the installation ofmotorized shade tracks.

Vertical blinds and drapes are not desired. If necessary, they are to have non

plastic, heavy dutyoperating components.

Use of a light diffusing roller shade in conjunction with a room darkening

roller shade is requiredsuch as Draper Dual Roller Flex shade. Percentages of

light diffusion will be determined for eachwindow by evaluating the individual

window’s orientation and the intensity of the exposure.

All window treatments are required to have a non reflective matte finish and

unless otherwisespecified, the color selection should match or blend with the

window frame.



2.2.4 FURNISHING AND EQUIPMENTS

Movable tables and chairs are the primary furnishings for seminar hall rooms. The

collegehas a standard table and chair for use in seminar hall rooms.A portable lectern

should be placed in the room.

Instructor Area

As the use of media in instruction increases, particularly in large group instruction, a

tableand lectern are no longer considered adequate furniture for the teaching station in

a large lecturehall. Media needs may dictate the installation of a teaching station or

podium at the front of the room that serves as the master control centre for the room.

Instructors in wheelchairs should beable to access any controls provided.

The teaching station should provide access to a variety of communication and

controlcapabilities, including electrical outlets; voice, video, and data outlets; controls

for the lights andthe projection screen(s); controls for the voice amplification system,

including a microphone; andcontrols for all equipment built into the room, projection

booth, or equipment closet.

The dimensions of the teaching station for a lecture hall should be large enough

toaccommodate all equipment and controls to be housed there as well as provide space

for layingout papers and notes. Ideally, the podium should be adjustable in height or

be a tabletop model.

The size and placement of the teaching station are critical. Neither the station nor the

faculty member standing behind it should block student’s view of the projection

screen(s) or the chalkboard/marker board. If an overhead projector is to be used, it

should be able to be positioned close to the teaching station and at a sufficient distance

from the screen to provide an acceptable image size.

2.2.5 Chalkboards/Marker boards

Special attention should be given to the amount of space available at the instructor

area for chalkboard/marker board and for other visual presentations. The emphasis,

particularly in largelecture halls, is usually on the use of projection tools in the place

of the chalkboard/marker-boardin order to provide for maximum visibility to students



throughout the lecture hall. Despite theincreased use of projected media, a

chalkboard/marker board is still essential to effective use ofthe room and should be

permanently mounted in the lecture hall.

Seminar hall rooms typically provide a large amount of chalkboard or marker board

space.

The boards should be four feet high and mounted to the wall so the bottom edge is

three feetabove the finished floor. A two-inch tack strip with movable mounting/map

hooks should beabove the writing surface. Tack boards are not standard and should be

placed in the room only if required by the users.

If the teaching station is to contain equipment that is permanently housed in the room,

then it should be constructed of materials and using methods that provide the

maximum security for theequipment housed within it.

The chair or stool for the instructor should be of adjustable height in order to make

itconvenient for the instructor to use all types of teaching devices.

A telephone or voice communications device, connected to the service unit on

campusassigned to provide emergency support to the seminar halls, should be located

either in the podiumor in the immediate vicinity of the teaching station.

Tables/Work Surfaces

Typical work surfaces found in most teaching seminar halls are inadequate for today's

college student.

The tablet‐arm chairs used do not allow students to take notes while referencing

textbooks or othersmaterials. Also, without specially configured chairs, a left‐handed

student must contort themselves to utilize the tablet. Therefore, a much larger surface

area must be provided to comfortably accommodate basic needs of left or right‐handed students.



Design Standard

Tables can be for 1, 2, or 3 students allowing a minimum of 30” per student.

The number of students per table is flexible and is determined by the type of

seminar hall and theconfiguration of the seminar hall.

To allow for note taking and reference materials the minimum work surface

area shouldbe 3.75 square feet per occupant.

Depths of table vary from 18”‐24” based on room layout.

Modesty panels are allowed.

Fixed tables with cantilevered pivot arm seats are not allowed. If fixed tables

are installed, provide loose seating with casters.

Furniture must be able to interface with technology (i.e. pathway for

power/data)

Tablet arms should be considered only related with theatre seating.‐ Provided tablet size should be equal to or larger than 12 inch x 15 inch (1.25

squarefeet).‐ 10% ‐ 15% of the tablet work surfaces should have a left‐handed orientation.

Matrix of types of seating in seminar halls

Tiered Fixed seat Fixed table

Moveable seat

Moveable table

Tablet

Seminar N/A N/A N/A X X N/AClassroom O N/A O X X N/ALecture X N/A X X N/A N/AAuditorium X X N/A N/A N/A O X preferred O Accepted N/A Not Accepted

TABLE 3- MATRIX TYPES OF SEATING IN SEMINAR ROOMS

Construction/Fabrication

Laminated work surfaces shall be constructed of high‐pressure plastic laminate

applied tosolid wood or hardwood plywood. Tops shall have a non‐glare.

Medium tone surface toreduce eye strain.

The legs of fixed tables should not block the student’s knee space within the

30‐inch workspace allotment. Table legs should not impede configurations that

allow additionalstudents to work collaboratively.



Table edge to be a heavy‐duty extremely durable material. Edge banding can

be T‐moldor glued into place as long as the application is sufficient to prevent

removal by a knife orother sharp object a student may have.

Tables to withstand loading of 300 lbs of superimposed load (people sitting on

table) perlinear foot.

2.2.6 Furnishings Types and Layouts

Successful learning rooms require careful study of:

The type, size, and location of furnishings planned for each type of room

Aisle widths and seat spacing

Flexibility to accommodate people of different sizes and needs

How computers and audio-visual components will be accommodated

The type, size, and arrangement of furnishings determines how large each learning

room mustbe to accommodate the number of students programmed and where

different types of lights,diffusers, and power/data outlets need to be located.

Furnishings layouts drawn to scale must therefore be included beginning with the

earliestschematic design submission

They will be carefully reviewed. Architects will adjustroom floor areas after

furnishings layouts are developed to insure seating capacities:

Meet programmed capacities in rooms with 48 seats or less

Are within 10% of programmed capacities in rooms with more than 48 seats

This iterative approach contrasts sharply with the design process used by some

architects andinterior designers, who design rooms to meet estimated space targets in

the program, and thenadjust seating capacities to fit.

Designs where seating capacities are reduced because rooms are too small, have

inefficientshapes, have obstructions or narrow aisles, have work surfaces that are too

small, or haveseats spaced too close together for comfort will not be accepted.

Seminar halls seating more than 48 students and auditoriums with 200-399 seats shall

bedesigned with continuous fixed work surfaces, tiered floors, and upholstered



movablechairs with adjustable-height seats and backs. Comfortable auditorium-style

seats withtablet-arms can be used in larger auditoriums to reduce room depth and

costs

The following seating types do not meet this guidance and should not be considered:

Movable chairs with tablet-arms

Pivot-arm seats without adjustable-height seats and backs

Pivot-arm seats that do not comfortably accommodate large/small students

Pedestal seats bolted to the floor

Movable student desks with seats attached

Custom-designs that cannot be used by all students, such as:

Oversize tables and chairs

Adjustable-height tables

Large auditoriums with tablet-arm seats:

Seats spaced minimum 24 inches on centre

Minimum 21 inches clearance between tablet-arm supports

Minimum 12 inches clearance between tablet-arms in use and seat backs (with

seatsfully reclined).

MULTIPLE USE CONSIDERATIONS

General purpose seminar hall rooms that also will be used as meeting or conference

roomsmay need to have built-in counter space, with lockable

2.3. PROJECTION SCREEN(S)

Because many seminar hall rooms are rather small, they may have a single screen. If

usersneed a second screen and space permits, it is always preferable to mount two

screens. Thescreen(s) should be matte white and mounted so that board space is

available when one screen isdown.

These should be mounted above thechalkboard if the design of the lecture hall

permits, with the bottom of the screens being levelwith the top of the chalkboard. The



exact mounting height must take into account a variety of factors (ceiling height, how

steeply the seats are tiered, etc.) to insure appropriate viewing angles.

Fig 2.5 Folding Screen Fig 2.6 Fixed screen

The number of screens required is based on the seating capacity, the

configuration ofthe room, and the primary instruction style.

Where possible, angling the screen in the corner of the seminar hall toboth

maximize the viewing angle to the audience and increase free whiteboard

writingspace. Angle‐mounting the screen must typically addressed in building

planning stages since it usually requires detailing reflected ceiling plan to

address ceiling grid andlighting. If angle‐mounting the screen is unfeasible,

screen placement should stillremain opposite from the teaching station area on

the teaching wall to maintainwhiteboard surface ceiling height is also critical

whenplanning the layout of a Seminar hall.

The higher the ceiling, the larger the screen and image size it can

accommodate.

Screens should drop no lower than 48 inches from the floor.

Overhead (Transparency) Projectors and Carts

Show the location of overhead projectors in all rooms. Projector lens shall be located:



Minimum 6 feet from the screen (seminar hall rooms/seminar halls seating 21-

48-students)

Minimum 10 feet from the screen (larger seminar halls and auditoriums)

Provide a power outlet nearby (in the floor, on a riser, or in a built-in work

surface). Ifprojectors will be located on seminar hall tables, provide a floor

power outlet under the table.

In seminar halls and auditoriums, provide overhead projector carts that have:

Work surface height about 34 inches above the floor

Space for transparencies on both sides of the projector’s glass surface

A recess so the glass surface is at the same height as the work surface

Nominal dimensions: 18 inches deep, 36 inches width

2.3.1 Projection Booth

Many larger lecture halls have a projection booth constructed in the rear of the room.

At thistime, slide projection is still used in seminar halls, and a projection booth

provides sound separationbetween noise of the machine and the audience. In addition,

projection booths may serve otherneeds.

For example, projectors with long-throw lenses may be installed there or in

roomsequipped for distance learning, the booth is often used as a control room for

operating therecording system.

The dimensions of the projection booth are critical and to a great extent will dictate

the size.

The booth and its projection window must be wide enough that projectors can be lined

upperpendicular to the centre line of all screens and it must be deep enough for easy

passage ofpeople and carts behind the projection shelf where the projectors sit. In

addition, allowance mustbe made for door swings. That means that for projection

booths that are used to house distancelearning consoles and other functions, the space

required may exceed 200 sq. ft. while a booththat houses only a couple of slide

projectors, may be smaller.



The wall between the projection booth and the lecture hall should have a window

whoselower edge is a minimum of 48 inches above the floor, so that images will be

projected above theheads of those seated in the last row of seats next to the window.

This window should be angledapproximately five percent off vertical to reduce

reflections, with the bottom being the extendedsection.

A shelf should be mounted directly beneath the window and should be just below the

bottomedge of the glass. The shelf should be hinged so that it can be folded down and

should be dividedinto two sections so that each section can be folded independently of

the other. Severalconveniently located electrical outlets are needed near the shelf.

The projection booth should have a speaker to monitor the house audio and

voiceamplificationsystems. The booth should contain a work light designed so as not

to shine into thelecture hall. The booth also may include controls for audio, lights,

screens, and other built-inprojection equipment.

The booth should have adequate ventilation, including temperature and humidity

control. Theexhaust system should not have a direct connection to the lecture hall.

Security is a major concern, given the amount of equipment installed in some

projectionbooths. All doors should have locks and consideration should be given to

additional measures, such as alarm systems or lockable storage cabinets.

The booth should have two doors. A door from the hallway is needed to move

equipment inland out of the booth or to allow technicians to enter without disrupting

the class. The doorshould be a minimum of 36 inches wide with no obstruction on the

floor. A door from the lecturehall into the booth is needed so the instructor or teaching

assistant can enter the booth directlyfrom the lecture hall.

2.3.2 AUDIOVISUAL EQUIPMENT AND CONTROLS

Audio-visual systems in learning environments shall be designed for the most

commonly usedconventional and electronic media, to include marker boards, display

boards, transparencies,slides, videotapes, DVDs, compact disks, document cameras,

and computer-generated media.



Some rooms shall also be designed to project cable or satellite television images.

Thefollowing sections provide applicable guidance for each of these media.

Often, portable audiovisual equipment is used in seminar hall rooms so that it can be

shared among several locations. The use of technology in instruction has increased,

however, to thepoint that it is desirable to install equipment similar to what is done in

other general purposeseminar halls. Typically, some type of locking rack/storage

cabinet/projection station is provided tosecurely house equipment.

Seminar hall Storage

There is often a need for a small storage room for seminar hall supplies that is separate

from theaudio/visual storage. It should be approximately 100 square feet to store

board supplies, movablelecterns and additional chairs. This space requires lighting, a

lockable door, conditioned air, power, anda few shelving units for small supplies. It

should have no window and needs to be equipped with astoreroom function lock.

Seminar hall storage should be accessible from outside the seminar hall.

Voice amplification should be installed in all lecture halls. Where technically feasible,

awireless microphone should be installed with the voice amplification system to allow

theinstructor the maximum flexibility of movement throughout the lecture hall.

A stereo sound system separate from the voice amplification system should be

installed tohandle other sound sources. The system should be capable of amplifying

the soundtrack ofvideotapes, films, audiotapes, compact discs, videotape, DVD’s, etc.

Distribution from thesystem can be fed into speakers properly mounted on either side

of the instructor area.

If the instructor’s teaching station or podium is movable, then floor box connections

shouldbe provided at the right, left, and centre of the instructor area. The boxes and

conduits should besized to accommodate all the necessary cabling (including spare

capacity and pull wires).



Although the specific location of conduits or cable trays will vary depending on the

design ofthe lecture hall, in general, connections are needed: 1) from the instructor

area to the projectionbooth and AV equipment closet, and 2) from the AV equipment

closet to the video projector(s), speakers, screens, projection booth, camera locations,

mic locations, wireless mic antenna, assistive listening transmitter, instructor area, and

lighting control system. Any conduit or cabletray that is installed should have spare

capacity and contain pull wires.

For video recording or distance learning capabilities, consideration must be given to

cameraplacements, monitor locations, microphones for student-instructor interaction,

etc.

2.3.3 Ceiling-Mounted Projectors

All learning rooms shall have ceiling-mounted projectors, regardless of room size. To

keeppace with current technology, audio-visual consultants shall specify projectors

that meetcurrent criteria established by UC audio-visual technology specialists

responsible for eachcampus: Central Campus West and the College of Applied

Science, Central Campus East, Raymond Walters College and Clermont College.

Consider projector performance and costin relation to room size. Performance goals

include:

Low noise level

Uniformly bright, clear images with good resolution and excellent color

rendition

Compatibility with other audio-visual components

Reliability; availability and cost of replacement parts

Compact size to avoid blocking views of screens and marker boards



Fig 2.7 projector details Fig 2.8 projector

Slide Projectors

Provide slide-viewing capability in all seminar halls with more than 49 seats and in

smallerrooms where conventional slides remain an important teaching resource.

Conventional slide projectors will be used in seminar hall rooms and seminar halls

with movablefurnishings. Refer to page 37 for guidance on carts and enclosures.

Projectors shall have:

Low-noise fans

Ability to accommodate carousel slide trays

Automatic focusing and a wireless remote control system

A lens with focal length appropriate for the screen size and room depth

Ability to illuminate the image with a minimum brightness level of 45 foot-

candles

A simple way to adjust image height and remove jammed slides

A storage compartment for a spare bulb and an easy way to change them

In rooms with three projection screens (75 seats or more), provide dual-screen

slide projectioncapability via ceiling-mounted data projectors using real-time

electronic slide to XGA (orbetter) converters that use standard carousel slide

trays. Install them in the instructorworkstation for convenient access. Control

them via the audio-visual “smart” control system.



A tamper loop that sounds an alarm if a ceiling projector is removed from its

brackets

Low-voltage wiring that connects the workstation alarms to the

communications room

Radio transmitters in the communications room linked to the campus security

system

A keypad inside the workstation to disarm the system for maintenance

2.3.4 Equipment Closets

Increasingly, users find it more convenient to have equipment at the front of the

lecture hallwhere it is more convenient to the instructor. AV equipment closets often

house equipment inracks as well as carts for equipment that isn’t permanently

installed in the room but is used on aregular basis.

Adequate and secure storage for all types of instructional equipment must be provided

insidethe lecture hall. In most cases, this means at least one AV equipment closet at

the front of theseminar hall and in some cases, a projection booth at the rear.

Equipment not needed on a regularbasis may be stored in a nearby secure equipment

room. This storage should be accessible fromthe hallway and not require entering

another seminar hall for accessibility.

2.3.5 Security for Audio-Visual System Components

Provide a security alarm system on the instructor workstation to prevent theft of

audio-visual system components. The typical system includes Locks and alarms for

components located on the instructor workstation

2.4 ELECTRICAL, TELECOMMUNICATION, & AUDIOVISUAL SERVICES

Seminar hall rooms are similar to small general purpose seminar halls and should have

at least asingle duplex outlet in each side wall of the room, one fourplex outlet in the

centre of the rearwall of the room, and three outlets in the front of the room (one

fourplex outlet located in thecentre of the front wall and one duplex outlet near each



corner). A duplex outlet, data jack, andcable TV jack are needed adjacent to every AV

rack. In addition to the basic requirements outlined in the section on Electrical and

Telecommunications Services, lecture halls often have additional needs.

Fig 2.9 Telecommunication Fig 2.10Telecommunication

2.4.1 Electrical

The front of the lecture hall should be equipped with a minimum of four duplex

outletsdistributed evenly across the instructor area. Depending on the design of the

room, floor boxes(located right, centre, and left) with at least 1 duplex outlet may be

needed. If the room has abuilt-in instructor station, it should contain a quadruple

outlet.

Duplex outlets should be located every 6-8’ on each of the other walls. If the fixed

furniturewill be wired for power and/or data, appropriate service connections to the

furniture shall beprovided.

In the projection booth, at least two fourplex outlets should be mounted near the shelf

whereequipment will be projecting into the room. In addition, two duplex outlets

should be located onthe wall opposite the projection window.

2.4.2 Wall Outlets

Place outlets on walls of the seminar halls at 6’ intervals or as necessary to

allow for 30%student utilization.

Wall outlet intervals in the lecture halls are not as critical. Follow code to

determine theappropriate number.

Install one phone jack, one data port, and one electrical outlet adjacent to

theinstructor’s workstation (Figure 1).



Install one 2‐gang AV wall box (min 2 ½” D) at least 18 inches above the

finished floor.

Install two 1 ¼” conduit stub outs above the ceiling (if the existing wall is hollow,

conduit may not be necessary).

. Ceiling Outlets

Install one AC power quad outlet attached by flexible conduit to a J‐box

located abovethe suspended ceiling to allow for the future installation of a data

projector. This quadshould be sited 12’15’ from the screen.

Install one single gang data outlet above the ceiling 12’15’ from the screen.

Provide 120V power capped at a J box located above the suspended ceiling to

allow forthe future installation of a low voltage motorized screen controller.

Floor Outlets

Provide floor outlets for every seminar hall to ensure optimum flexibility.

Floor boxes are to accommodate AV, AC power, data.

The number of floor outlets is determined by the size of the room, the capacity,

and thefunction.

2.4.3Telecommunications

If the design of the room includes floor boxes in the instructor area, each floor box

shouldcontain a data outlet.

Provide an analogue wall-mounted telephone near the instructor workstation in all

learningrooms. Phones are used to obtain technical support and enhance security.

Insure phone cordis long enough to reach all areas of the instructor workstation.

Contact UCit for specifications.

Project Administrators shall make arrangements to activate phone and data service.

2.4.4LIGHTING SYSTEMS

Lighting in large lecture halls is a particularly critical element, not only because of

theincrease in the use of technology in teaching, but also because of the lack of natural



lighttypically available in these facilities. See the Lighting section in Chapter 2 for a

discussion ofbasic lighting requirements.

Because lecture halls often have high ceilings, the design of the ceiling lighting

shouldrecognize the need to regularly change lamps. Lamp-changing is often difficult

in a facilitywhich may be heavily used and which may require special equipment to

reach the high ceilings.

Lighting and electrical power systems shall:

Be energy-efficient

Be easy to maintain and modify

Provide appropriate lighting levels for all room activities that are easy to

control

Consider using low-voltage (analogue and digital) and RF control systems for lighting

andscreens or window shades operated by electric motors. Rationale: Low voltage and

RFcontrols are generally easier to interface to “Smart” control systems used for audio-

visualsystems and energy management. This is especially true when the “Smart”

controls are notinstalled originally and are added later.

Most lighting and electrical power systems lack flexibility and can only be modified at

highcost. Systems with conventional outlets, conduit, and hard-wired connections are

simply notas easy to modify as systems with accessible raceways and quick-

disconnect wiring.

Provide natural lighting and window coverings as follows:

Natural light is available (not excessive) in all learning rooms except distance

learning

Locate windows away from projected images; avoid skylights and clerestory

windows

Window coverings that reduce light intensity and glare when full darkening is

not required

Opaque window coverings that reduce light levels to 2 foot-candles

Window coverings that are easy to open and close and do not jam:

Provide electrically-operated shades when budgets permit

Provide manually-operated shades in rooms with only one or two windows



Avoid use of mini-blinds

Rationale: Instructors and students have consistently expressed a strong preference

forwindows to be included in all learning rooms. Mini-blinds are difficult to clean

andmaintain, frequently jam, and allow too much light into rooms.

Avoid light that creates glare or reflections on computer screens:

Use indirect natural and artificial lighting in computer instruction and study

labs

Use indirect or parabolic fluorescent lights in other learning rooms

Avoid placing lights behind instructor workstations

Increase energy efficiency and the ability to see projected images by using:

Lighting controls that automatically turn off lights in vacant rooms

Energy-efficient dimmable lighting for seating areas

Light fixtures that don’t block views of:

Screens, marker boards, or instructors

Light paths from projectors

Lighting zones and levels appropriate for each area of the room (see diagram):

70 foot-candles over seating areas only, dimmable to 5 to 10 foot-candles

In rooms were very dark images such as x-rays are projected, provide

lightingdimmable to 2 foot-candles and full blackout capability

Avoid lights in front of projection screens

Lower light levels in corridors and instructor areas, and on ramps and tiered

floors

Task light for instructor work stations that avoid light spill over to

screens/monitors

Lights focused on markerboards that do not wash out screen images

Safety lights that remain on when other lights are off, but do not illuminate

screens



Provide lighting and audio-visual system controls that are easy to use:

Pre-set light levels on the audio-visual control system menu

Wall-mounted switch for seating area lights near each entrance door

Wall switches in one area near the instructor workstation, mounted 48” above

the floor:

Dimmer switches that allow lights to be turned fully on, dimmed, or off.

On-off switches for marker board lights

Up-off-down switches for projection screens and electrically-operated shades

Switches shall not have to be held in the up or down position to make screens

orshades move, and can stop them at any point.

Brushed stainless steel faceplates with engraved black letters that identify

functions.

Arrange switches as illustrated in the diagram on the next page.

The wall-mounted switch set and audio-visual “smart” control system must be

coordinatedduring design so that they remain operable at all times. Leaving

either one in any positionor condition must not prevent the other from

functioning normally and fully.

Avoid wall-mounted signs or faceplates that vary in color, style, size, and mounting

height.

Rationale: Some instructors find pre-set light levels on the audio-visual system

remotecontroller easy to use. Other instructors prefer simple switches and dimmer

controls mountedon the wall. Complex wall switches with pre-set levels and too many

choices are hard foranyone to understand, especially if switch functions are not clearly

identified.

2.4.5 Lighting Zones

As a rule, all seminar hall spaces will have lighting organized into a number of zones.

These zones can becombined and dimmed to create any number of different lighting

scenarios. Seminar hall lighting should include day lighting, multi modal lighting,

controllability, and optimize energy performance. A room canbe zoned based on the

amount of day lighting available, with each fixture responding to the amount oflight at

any time and location.



The zones described below are functional zones. There are five functional lighting

zones in mostseminar halls:

Zone 1 – Main seminar hall lighting (student seating area) this zone services students

and allows them toread and take notes in class. Use multi directional recessed (lay in)

fixtures that cast a modestamount of light downward (35%) and a larger amount of

light toward the ceiling (65%), provides a comfortable overall lighting with relatively

high efficiency. Avoid pendant mountfixtures.

Zone 2 – Instruction area (front of seminar hall and lectern area). Design whiteboard

and demonstrationtable lighting to provide visibility when the room lights are at full

intensity. The foot candles isthis area should be consistent with the overall lighting of

the room.

Zone 3 – Non projection white board (board that is not obscured by a lowered

projection screen).

Lighting of white boards during concurrent AV presentations allows instructor to

write on theboard while in projection, without light bleeding over onto the projected

image.

Zone 4 – Projection white board (board that is obscured by a lowered projection

screen) Use the samerequirements as Zone 3 during non projection mode.

Zone 5 – Instructor workstation. The instructor should be able to read notes and use

board AV equipment with low light conditions of projection mode

Emergency Lights

Isolate emergency light radiation away from the projection screen.

Color Temperature

The color temperature for all light fixtures should be the same. The color temperature

goal is3200 degree Kelvin.Color temperature range of 3000‐3500 degree Kelvin is

acceptable as longas all of the fixtures are the same.

Motion Sensors:

Motion sensors are preferred in all rooms. When installing motion sensors, be sure to

set timerto maximum to avoid light shut off during low‐motion activities such as test

taking.



2.5 Walls and Ceiling

Walls should be constructed of a durable material that is easy to maintain and should

bebasically acoustically non-absorbent except in those areas of the lecture halls where

acousticaltreatment is prescribed. The ceiling in a large lecture hall is an important

factor in the overallroom acoustics. For more details, see the Acoustics section below.

The ceiling should be a neutral factor in the lighting scheme of the room, projecting a

lightcolor from nonreflective material.

It is recommended that both the floor treatment and the wall treatment be in light

colors withtextures and designs used to add visual interest to the room.

Fig 2.11 ceiling of seminar hall Fig 2.12 walls of seminar hall

For acoustical value, walls in the lecture hall should be non-parallel, and should have

a roughor textured surface. Side walls should be angled away from the instructor area

in a fan-shapedpattern to focus sound toward the audience and the back of the room.

The rear wall surface should not be parallel to the front wall and should be tilted,

textured, or faceted to prevent "slapback"noise that bounces directly toward the

instructor. All walls should have a Sound

Transmission Coefficient (STC) rating of no less than 50, and should extend to the

floor above orto the roof construction. Most rooms have suspended ceilings which

hide mechanical systems,cabling, etc. so walls that stop at the ceiling may allow sound

to travel from room to room as wellas create security problems.

The front wall that contains the teaching station should utilize hard surface materials.

Sounddampeningmaterials should be applied to the rear and side walls as needed. In



many instances,the back wall may need to be 50-100% covered with acoustical

absorption materials.

2.5.1 Ceiling

The ceiling is the most critical element in insuring that the sound in the lecture hall

isdistributed evenly and at appropriate loudness to all portions of the seating area. The

ceilingshould act as a sound mirror, reflecting sound downward to blend with the

sound from thespeaker system. To achieve this ceiling should be sloped or stepped

and the majority of theceiling should be primarily of a hard surface. If the ceiling has

too much sound absorbentmaterial, the loudness will diminish at the back of the room.

If some acoustical treatment is needed as part of the ceiling, it should be installed

around thesides and rear in a horse-shoe shape, with the front and middle sections of

hard-surfaced, sound39reluctant materials. If needed, acoustical treatment normally

will not exceed 40-50 percent ofthe total ceiling surface.

To enhance the instructor's voice projection, the ceiling should be hard surfaced

nearest theinstructor, and tilted at an angle from the ceiling to the front wall, similar to

the ceiling of anorchestra shell.

Seats in some lecture hall may not be able to receive sounds that are reflected from

theceiling, which is often the case for seats beneath a balcony. In these situations, the

soundreinforcement system should include speakers with appropriate sound delay to

eliminate the echoeffect often experienced in these seats.

2.5.2 OPTIMUM CEILING HEIGHTS

Distance to Last Row Rear of the Lecture Hall Front of the Lecture Hall

50 feet 10 feet 17 feet



For acoustical purposes, walls in lecture halls should not be parallel and should have a

roughor textured surface.

Internalseminar hall walls shall run deck‐to‐deck, with a Sound Transmission

Coefficient (STC) rating of 50 minimum.



Folding or moveable walls must meet the STC rating of 50 and should be

specified forunique use only.

Walls in lecture halls should be designed to provide the optimum acoustical

environment.

(See Acoustical Section 9)

Walls to be painted in an eggshell finish. No wall coverings should be used. No

VOC paintshould be used to improve Indoor Air Quality (IAQ).

. Wall Protection

Apply chair rail on the rear and side walls of CollegeSeminar halls that are non

masonrycontaining movable student furniture.

Chair rail material should be wide enough to work with tables and chairs of

varying proportions and must be mounted at a height that will prevent damage

to wall surfaces.

Typically, the chair rail will be 6” – 10” wide and the bottom edge will start

approximately twenty five inches above the finished floor. Approved rails include

Inpro Corp #1800Silhouette 8” wall guard or approved equal. Rails shall match the

design of the room.

Outside wall corners (such as entry recesses) shall receive corner guards 4’0”

A.F.F.applied so that students cannot work them loose.

Ceilings

To accommodate seminar hall lighting and technology requirements, the

ceiling height of allseminar halls should be no less than twelve feet above the

finished floor.

In large sloped or tiered seminar halls, the ceiling height is directly related to

the distancefrom the front of the room to the last row of seats. Ceilings

inlecture halls should be at least 9 feet high at the rear, and the ceiling height at

the front of the room mustaccommodate the appropriate screen size.

The surface of the ceiling must be designed to accommodate the required

acousticalproperties of the room. Ceiling panels shall have a Noise Reducing

Coefficient (NRC) between .65 and .85, and a STC of 50.



The ceiling should act as a sound mirror, reflecting sound downward to blend

with directsound.

Ceiling material to be non sagging (humidity resistant) lay‐in acoustical tile for

most ceilingareas. Nominal size 24” x 24” or 24” x 48”.

Access for the maintenance of technology, power, etc. must be included where

applicable.

A high fired, ceramic covered steel, dry marker writing surface shall be

provided in eachseminar hall.

Fixed height whiteboards should be mounted with the bottom edge at 36 inches

abovethe floor.

Each whiteboard should have a continuous marker tray below each marker

board. Do notmount marker holder to wall due to marker bleed ruining wall

finish.

At the top of the whiteboard, a tack board strip and clips for display materials

arerequired.

The whiteboard should have an attached flag holder to accommodate a 2’ x 3’

flag.

Multiple boards may be required depending on programming.

Boards should be located on at least two different walls. A board must always

be installedon the front teaching wall; the other wall/walls should be selected as

appropriate to thelayout of the room.



2.5.3 Floor

The amount of tile and/or carpet used will have an impact on the acoustics of the room

andshould be given careful consideration during the design phase of the project.

Generally, carpet isused in the front, rear, and aisles of lecture halls and tile under the

seating area.

Resilient, nonskid vinyl or rubber tile is a good choice of floor covering for lecture

halls. Ifcarpeting is used, it should be installed only in the aisles, entry, and instructor

area, not in thestudent seating area. In lecture halls where science demonstrations

occur, tile should be used inthe instructor area. Because it is difficult to prohibit

students and faculty from bringing food anddrink into seminar halls, only industrial

grade, stain resistant carpet should be installed since it iseasier to maintain and clean.

If carpet is used, its effect on the acoustics of the room should beconsidered.

2.5.4 Flooring

Specify an antistatic, high traffic, commercial grade carpet tile. No solid or

light colors arepermitted.

All carpet must conform to the ASU Purchasing Department’s “green”

guidelines. Carpet shallhave a high recycled content. All demolished carpet to

be recycled when renovations occur.

Contact ASU Recycling Program Manager for additional information.

A four inch or six inch cove base must be included when carpet is specified.

If carpet cannot be installed underneath fixed seating, all aisles and other open

areas must becarpeted.

All aisle risers must be of contrasting color to the remaining floor to highlight

level change.

Aisle risers’ nosings to be metal only. Vinyl and rubber nosings are not

permitted as they do nothold up in high traffic areas such as CollegeSeminar

halls.



2.6 .Doors

Doors should be located at the back of the seminar hall to ensure that students

who areentering or exiting the space will not disrupt instruction. Exceptions

include large tieredseminar halls or auditoriums, since those kinds of spaces

can require multiple doors. Inrooms that require two or more egress points, the

doors should be located as far from thepresentation area as possible while still

meeting current building codes.

Each door leaf to be a minimum of 36” wide, including those used in pairs at

double doors.

No strike mullion on double doors.

Door opening force, hardware, width, thresholds and man euvering clearances

should comply with ADA Standards.

Occupancy within the seminar hall should be clearly (but discretely) visible

from the hallway.

Any viewing device must be positioned to meet ADA standards. Door shall be

equippedwith a vision panel made of shatterproof glass and tinted to reduce light

transmission.

The area of the glass shall not exceed 100 square inches and should be doublepaned

withacoustically rated seals. Doors without vision panels shall have either a viewer

peep holeinstalled to provide a view into the room to check activity or have a separate

sidelight.

2.6.1 Door/Room Security

Door Hardware

All seminar hall doors shall conform to Design Guidelines.

Additionally seminar hall doors should have the following:

Concave wall bumpers installed at an appropriate height to assure wall

protection.

Door silencers to muffle the noise of the door closing.

Card readers

ADA accessible doors and hardware as specified in design standards



2.6.2 Instructor Seminar hall Furniture Accessories

Teaching seminar halls should be equipped with proper lecterns, podiums, and tables.

In providing thisequipment, attempts should be made to maintain aesthetic and

functional compatibility with the overalldecor of the room.

Design Standard

Small and medium sized rooms with less than 40 seats with seminar hall tables.

Provide atable top lectern which can be easily placed on the seminar hall table.

Small and medium sized rooms with less than 100 seats. Provide a table

withdetachable lectern and a stool to be placed at the front of the room.

Large rooms with more than 100 seats. Provide an instructor’s podium and

availabilityof a seminar hall table with lectern and stool.

Teaching Station (lecterns)

Seminar Classroom Lecture AuditoriumP P or F P or F F P Portable table type F Floor type

Room Table top Table with lectern

Podium Stage

Seminar X OClassroom O X OLecture O XAuditorium X O O – Accepted X - preferred

TABLE 4- TEACHING STATION

Types of Furniture to Avoid

Tablet arm chairs in non theatre style seating applications

Pivot arm seats

Pedestal seats that are bolted to the floor

2.6.3 Miscellaneous Seminar hall Items



Clocks are required in each seminar hall. They should be large and easy to read

with a simple blackframe. It should be placed on the back or side wall in a

location visible to the instructor. Neverlocate the clock at the front of the

seminar hall. Battery clocks are required but must be “noisefree”.

Recycling and trash receptacles are required in all rooms. See ASU Purchasing

Guidelines.

Containers shall not encroach on circulation path.

ASU’s Emergency Response wall mount Guide must be displayed in the front

of all seminar hallsnear the instructor’s station.

2.7. Fire Prevention

2.7.1 Diffuser Location

Diffusers should be located as to avoid any movement of the screens which would be

caused by air flow.

2.7.2 Location of Above‐Ceiling Mechanical Equipment

Access to mechanical equipment for the building should not be located within a

seminar hall.

2.7.3 Noise

Excessive background noise or reverberation in seminar halls interferes with speech

communication andthus presents an acoustical barrier to learning. In all phases of the

seminar hall design and constructionprocess, careful attention must be paid to

acoustics. Locate all mechanical equipment as far from theseminar hall as possible. If

adjacency is unavoidable, provide for sound attenuation methods at

doors,lightfixtures, and all other ceiling or wall breaches. System components (fans,

ductwork & diffusers)shall be selected to meet sound criteria of NC20 to NC25.

HVAC systems shall be designed to provide a comfortable environment for learning

withoutcreating too much noise or wasting energy. The following criteria applies in

addition to thecriteria in ASHRAE Standards:



Indoor air conditions:

The HVAC system shall be designed to maintain 72 degrees Fahrenheit year-round

with ahumidity range of 35-50% relative humidity.

On small renovation projects where it is not possible to maintain these conditions due

toexisting building or mechanical system design restraints, consult with the Project

Administrator to determine acceptable ranges of temperature and humidity.

Outdoor air temperatures:

The winter outdoor air temperature used to determine the heating load shall be the

ASHRAE99.6% heating design temperature.

To increase energy efficiency and reduce noise levels:

Use equipment with a minimum 10.0 Energy Efficiency Rating (EER)

Noise levels produced shall not exceed NC-30

Fans, ductwork, and diffuser noise ratings shall not exceed NC-25

Provide balancing dampers in supply ductwork to serve all diffusers. Locate

dampers farenough upstream (minimum 2.5 equivalent duct diameters) to

provide uniform airflow atthe inlet to the diffuser:

Use opposed-blade dampers in rectangular ductwork.

Use butterfly dampers in round ductwork.

If there isn’t enough space to provide a long-enough straight duct into the

diffuser neck, use other means to reduce noise (equalizing grid, opposed-blade

dampers, etc.).

2.7.4 Fire Strobes

Locate fire strobes away from projection screen to prevent sightline obstructions when

screen isextended.



Fig 2.13smoke detection device Fig 2.14 fire extinguisher

2.8.Seminar hall Room

A room used primarily for scheduled classes of multiple academic disciplines with a

seatingcapacity of about 10 to 22 students. Seminar hall rooms may also serve non-

instructionalpurposes, but only to a minor or incidental extent.

Description: Rooms typically have a multi-media audio-visual system, with seats and

tablesoriented so that students and instructors can easily interact with each other. They

do not havespecial-purpose equipment for student use (such as that found in a

scheduled instructionlaboratory) that would make the room unusable for multiple

disciplines.

Limitation: Excludes conference rooms, which may have similar design features but

areprimarily used for faculty and staff meetings.

2.8.1 Room Location

Learning rooms shall be located as close to building entrance levels as possible to

improveaccess and reduce noise levels in other parts of the building. Large learning

rooms shall belocated close to primary building entrances and circulation spaces that

are large enough toaccommodate students waiting for the next class.

Where existing learning spaces do not meet these goals, rehabilitation projects should

relocatethem, add entrances, or create more spacious circulation elements with places

for students tosit while waiting for the next class.

The location of learning rooms in relation to natural light should also be considered.

Roomswith windows facing north can be more easily designed to provide adequate



blackoutcapability and energy-efficiency than rooms with windows facing other

directions. Passivesolar design features should be considered for rooms where

windows face the sun.

2.8.2 Room Size and Proportion

Learning spaces need to be large enough to comfortably accommodate the number of

studentsplanned for each type of room using the types and sizes of furnishings

anticipated forinstructors, students, and audio-visual components. Campus Planning

shall be involved in anydiscussions that arise in design that could potentially change

functions or seating capacities. Seminar hall rooms with rectangular shapes and long,

narrow tables make it hard for studentsand instructors to see each other, projected

images, or writing on markerboards. Wheninstructors sit at the head of the table to

improve eye contact, this makes it more difficultfor them to encourage students to

actively participate in the discussion.

To encourage interactive discussion while providing good sight lines, rooms that are

nearlysquare or have a shape based on “viewing angles” from projection screens

almost alwayswork out best.

To develop learning rooms with good sight lines and efficient seating layouts,

designprofessionals should design from the “inside out”, not from the “outside in”

2.8.3 Instructor Workstations

Learning rooms will include instructor workstations designed to accommodate:

Computer-based audio-visual systems and other commonly-used audio-visual

components

Instructors who are standing, seated, or using a wheelchair

Most “off-the-shelf” lectern and podium designs and computer workstations

designed foroffices do not meet these goals. The College has developed custom

designs that do andseeks to standardize workstation designs for each campus to

simplify instructor training.

Refinements to the College’s custom-designed instructor workstations are

madeperiodically. Consultants should obtain electronic copies of drawings for the



appropriatecurrent design(s) from the Department of Renovations in the College

Architect’s office.

AutoCAD copies are normally filed in the s:\shareall\Design Guidance\Seminar halls

directory.

Floor plans and cross sections that show the workstation drawn toscale shall be

included in design submissions.

Key workstation design features and location considerations are as follows:

Workstations shall be oriented to allow instructors to maintain eye contact with

studentswhile using keyboards and allow students to see projected media:

In rooms with one screen, an instructor workstation on the left side of the

instructorarea, marker boards in the center, and a screen in the right corner

usually works well.

In large rooms with multiple screens, a workstation located on the left side of

theinstructor area, near the markerboard and overhead projectors, usually

works well, buta more central location may be preferable in some rooms.

Tables used for paneldiscussions or references are also needed.

Work surfaces and audio-visual components shall not block views of screens

andmarkerboards:

34 inches above floor–maximum height of work surfaces

41 inches above floor–maximum height of monitors/task lights/other

components

Work stations shall accommodate instructors who stand, sit, or use a

wheelchair:

Provide accessible route to workstations (flat floor or ramps < 30 feet and 8%

slope)

Minimum knee clearance: 27 inches high, 18 inches wide (avoid keyboard

trays)

PC keyboard/mouse/controls within easy reach of instructors

Control panel for A/V system in easy reach of instructors

Height of instructor’s seat easily adjusted - 19 to 27 inches above floor

Instructor’s chair has integral footrest and can be easily moved



FIGURE 1 - INSTRUCTOR WORKSTATION

Instructor workstations shall provide space for the following:

Instructor’s references and handouts (also see “Tables for References”)

Personal computer/monitor and power/data outlets for laptops

Audio-visual components installed in standard 19-inch slide-out rack

Task lights focused on usable work surfaces, with shades to avoid light spill

over

Lockable access to computer and audio-visual components for maintenance

Electronic security system to prevent theft of components



2.8.4 Computer Workstations

Computer workstations are used for teaching methods which require Collegeprocured

computers/laptops. Computer workstations should accommodate computer equipment,

plus thenecessary space for student materials.

Design Standard

Allow for a minimum surface area of six and one quarter (6.25) square feet to

beprovided.

Furniture selection for computer workstations shall have provisions for

securing theequipment and the furniture in the room.

Computer workstation seminar halls shall have provisions for increased

ventilation andconditioned air supply due to the increased heat load produced

by the computers.

Provisions for electrical fires should be considered for computer workstation

equippedseminar halls.

Furniture may be arranged in a row or in collaborative pods.

ADA tables must be provided according to ASU Accessibility Standards.

Computer seminar hall furniture is an extension of the programming

requirement andshould conform to Seminar hall Specifications.

2.8.5 Storage and Preparation Areas

Consideration should be given to providing secure storage in the immediate vicinity of

alecture hall where instructors can keep materials needed on a repeated basis as well

as providespace for the preparation of lecture materials.

2.8.6 Auxiliary Input Panels

Faculty often want to bring in equipment that may not be used frequently enough to

warrant its being permanently installed in a room. An auxiliary input panel is needed

(with clearly labelled connectors) which makes it easy for faculty to interface

additional equipment with theother systems in the room



2.8.7Design Flexibility and Computers

Movable tables and chairs (or student desks) give instructors the flexibility to

rearrangeseating into smaller groups during class. This level of flexibility is much

harder to achieve incomputer instruction labs or other rooms with equipment that

requires power, data, and utilityconnections. If an academic program requires this

level of flexibility, consider:

Use of wireless components

Raised floor systems with flush floor outlets and quick-disconnect power/data

wiring

Avoid the following:

Power poles or other features that block views of instructors, markerboards,

screens

Plastic floor outlets/covers that break easily

Raised floor outlets that present a trip hazard

Plastic raised floor systems that present fire/smoke hazards

2.8.8Tables for References and Guest Speakers

In seminar halls and instruction labs seating up to 48 students, provide a table near the

instructorworkstation for the instructor’s references or handouts:

Work surface 18 inches deep and 36 inches wide

Colors and style compatible with other seminar hall furnishings

Larger seminar halls and auditoriums are often used for panel discussions or

other events wheremore than one person makes a presentation.

Provide tables and comfortable upholsteredchairs to accommodate the

instructor’s references, handouts, and other speakers as follows:



Room capacity No. of table No. of chairs Table dimension50-79 seats 1 2 24”deep,60”wide80-119 seats 2 4 24”deep,60”wide120seats or more 3 6 24”deep,60”wide

TABLE 5 – ROOM CAPACITY

2.8.9Special Equipment for Music Instruction

Music Instruction labs shall have high-quality stereo components in addition to the

audiovisualcomponents typically provided in seminar halls. Contact UC audio-visual

technologyspecialist for specifications. Components shall:

Be designed to play vinyl records, audiocassette tapes, and compact disks

Be installed on standard racks to facilitate updates as recording technology

changes

Be located on portable carts or in wall-mounted racks

Have a security alarm system linked to the central control panel



CH 3 ACOUSTICS



3 .ACOUSTICS

3.1 GENERAL

The word acoustics is originally derived from a Greek word meaning to hear.

Hence, the acoustics is defined as the science of sound and as such, it discusses the

origin, propagation and auditory sensation of sound.

A sound is produced when part of the atmosphere is compressed suddenly. This

compression would have remained stationary at the place only in the case the air was

not elastic. But due to elasticity of air, the particles originally disturbed in turn disturb

the neighbouring particles. Ultimately the compression is propagated or spread away

from the source. The sound thus travels in the form of waves and when these waves

come near our ear-drums, we feel a sensation of hearing.

Following important facts in connection with the sound are to be noted:

The sounding body which throws the sound waves is in a state of

vibration. If vibrations of the sounding body die out, the sound emitted

by the sounding body will also die out.

It is absolutely necessary that for a sound to be heard by our ears, the

sound body and ear must be connected by an uninterrupted series of

portions of elastic matter. The physical state of the matter, namely,

solid, liquid or gaseous, is of no importance.

The presence of some matter is required for the transmission of sound.

The sound cannot travel in vacuum.

The sound waves are longitudinal waves and hence, each particle of the

medium through which sound waves is proceeding, moves backwards

and forwards along a line in the direction in which the sound wave is

travelling

The relation of sound with the human being is so common that we

rarely appreciate its functions in our daily life. It permits us enjoyable

experiences like listening to the musical programme, singing of birds,

etc. It also permits the spoken communication with our family members



and friends. It also warns us or alerts us e.g. singing of telephone, knock

at door, etc.

The modern society, many sounds are unpleasant or unwanted and we

call them noise. However, how much a noise annoys depends not only

on its quality but also our altitude to it. The sound need not be loud to

develop noise. For instance, a scratch in a record or a dripping faucet

may annoy us much more than aloud thunder.

The worst effect of sound is that it can damage and destroy. A sonic

boom may shatter windows and can cause damage to the plaster of

walls. But the most unfortunate case is when the sound damages the

delicate organ to receive it, namely, the human ear.

3.2 VELOCITY OF SOUND

The speed at which the sound waves travel or pass through any medium is

termed as the sound velocity and it depends on the nature and temperature of

medium through which the sound travels. Table gives the sound velocities in

different mediums.



SOUND VELOCITIES IN DIFFERENT MEDIUMS

Medium Sound velocity at 20 * C in m/sec

Atmospheric air 340

Hydrogen 1305

Nitrogen 338

Pure water 1450

Granite 6400

Glass 5000 to 6000

Aluminum 5100

Brick 4300

Concrete 4000

Iron 4700 to 5100

Copper 3900

Brass 3500

Silver 2600

Lead 1320

Cork 450 to 530

Rubber 40 to 150

TABLE 1 – SOUND VELOCITIES IN DIFFERENT MEDIUMS

The important fact to be remembered in connection with the velocity of

sound is as follows:

The time required by sound waves to travel from one place to another is

quite appreciable.

The velocity of sound in air is affected by the amount of moisture in the

air, the temperature of the air and the intensity of wind.

The velocity of the sound is independent of the frequency or pitch of

sound.

It can be seen from the table that sound travels much faster in solids and

liquid than it does in air.

dB METER



Fig 3.1 dB Meter Fig 3.2 Reading of dB meter

A sound level meter or sound meter is an instrument that

measures sound pressure level, commonly used in noise

pollution studies for the quantification of different kinds of noise,

especially for industrial, environmental and aircraft noise. However, the

reading from a sound level meter does not correlate well to human-

perceived loudness, which is better measured by a loudness meter. The

current international standard that specifies sound level meter

functionality and performance. It is generally used to calculate the

intensity of sound at any distance we want itis very useful instrument

when learning about itensity of sound and basic unit of measurement is

in decibels

3.3 FREQUENCY AND INTENSITY OF SOUND

The frequency or the pitch is defined as the number of pressure variations

which a sounding body makes in each unit of time. The greater the number of

variations, the higher will be the pitch. The intensity of sound is defined as the flow of

sound energy per unit of time through unit area.

Thus, the frequency or the pitch is a measure of the quality of sound while

intensity is a measure of the quality of the sound energy. The difference between the


http://en.wikipedia.org/wiki/Loudness_monitoring

http://en.wikipedia.org/wiki/Aircraft_noise

http://en.wikipedia.org/wiki/Noise

http://en.wikipedia.org/wiki/Noise_pollution

http://en.wikipedia.org/wiki/Noise_pollution

http://en.wikipedia.org/wiki/Sound_pressure#Sound_pressure_level


two terms intensity of sound and loudness should also be noted. The intensity of

sound is purely a physical quantity which can be accurately measured and it is

independent of ear of listener. On the other hand, the loudness is the degree of

sensation which is not wholly physical, but partly subjective and it does depend upon

the ear of listener.

The frequency is measured in cycles per second or Hertz (Hz) as it is now

called by the international agreement. The range of human hearing is very wide

extending from 20 Hz to 20000 Hz ( or 20 KHz ). It may be noted that the range from

the lowest to the highest note of piano is about 27.5 Hz to 4186 Hz.

The lower limit indicates the frequency which is required for an average human

ear to perceive the sound. If the frequency of sound is below the lower limit, the effect

of sound is lost and distinct pulses are experienced. The upper limit of frequency

depends on the age of the person and his physical fitness to receive the sound.

The wave length of sound i.e. the physical distance in air from one wave top to

the next can be found out by knowing its speed and frequency with the help of the

following equation:

wavelength= speedfrequency

For acoustics and sound measurement purposes, the speed of sound is

taken as 340 m/sec. Thus, the wavelength at 20 Hz will be 17 m while at 20

KHz, it will be only 17 mm.

The intensity of sound is measured on a logarithmic scale due to a wide range

of variation of the intensity of sound. The two sounds of the same character and

of intensities I and I (energy units) are said to differ by n bells when

n=log 10II The unit of bel is named after Alexander Graham Bell (1847 -

1922), U.S. inventor of the telephone, born in Scotland.



The unit of bel is comparatively large and hence, in practise, a shorter practical

unit of decibel (abbreviated to db) equal to 1/10 of a bel is used. Thus, the two

sounds as mentioned in the previous case are said to differ by m decibels when

m=10 log10II

. The difference in loudness m of the two sounds is technically

known as the intensity level.

If m = 1 db

1 = 10log10

I 1I 2¿

¿

Or log10

I 1I 2¿

¿= 1

10

I 1I 2

= 1.26

Thus, he change in intensity by 26 per cent alters the level by one db.

This is practically the smallest change in intensity level that the human ear can

ordinarily detect or appreciate. Also,

When I1 =I2

We get, m= 10 log10 100 = 10 log10 102 = 20 db;

And when I1 = 1000 I2

We get , m = 10 log10 10 1000

= 10 log10 103 = 30 db.

It is thus seen that when two sounds differ by 20 db, the louder of them

is100 times more intense and when they differ by 30 db, the louder one is 1000

times more intense.

The range of audible sound of painful noise varies from 1 to 10. But this

wide range is covered on logarithmic scale between 1 to 130 db units. One db

unit is approximately the smallest change of sound intensity which the human

ear is able to appreciate.

It is quite clear that intensity of sound is affected by the frequency of

sound and as this scale does not take into account this factor, the more

representative unit of phon is used. The phon indicates the level of sounds



equal loudness at all frequencies. For convenience, the phons and decibels

differ so slightly that they may be treated as synonymous.

Table gives a scale of loudness. The threshold of hearing is the zero on

this scale while 130 db is the threshold of painful hearing.

SOME TYPICAL SOUND LEVELS

Sources or location Sound level in db

Threshold of audibility (inaudible) Zero

Rustling of leaves due to a gentle wind 20

Quiet whispering 30

Conversation at a distance of 1 meter 40

Quiet speech 50

Average office 55

Small shop 60

City traffic in busy street 70

Printing press 80

Large factory 90

Boiler factory 110

Loud noise accompanying lightning 120

Aeroplane noise at a distance of 3 meter (painful) 130

TABLE 2- SOME TYPICAL SOUND LEVELS

It should be noted that the intensity of sound in db and frequency of sound in

cycles per second are physical quantities which are defined arbitrarily. These

quantities are measured with the help of mechanical or electrical equipments. There is

no compulsion on the ear of the human being to interpret these physical quantities

according to the same rules.

3.4 TIMBRE



One of the important characteristic of sound is its timbre or quality. The notes given

by two different musical instruments like piano and cornet, although they may be of

the same pitch and intensity, are clearly distinguishable by the human ear. This

quality of a musical note is called its timbre.

Fig 3.3 Timber at ceiling of seminar hall Fig 3.4 Timber at walls of seminar hall

A tone is a sound of distinct pitch that may be put into harmonic relation with

other such sounds. In general, the musical notes are composed of tones, the pitch of

the note being that corresponding to the lowest tone it contains. The tone having the

frequency n is called the fundamental tone. The additional tones of frequency 2n, 3n,

4n, etc. are called the overtones or upper partials of the fundamental.

The quality or timbre of a note is determined by its complex structure and it

depends on the overtones which accompany the fundamental. In general, the notes in

which the fundamental is relatively strong and the overtones are few and feeble are of

soft and sweet character. On the other hand, the notes in which the overtones are

numerous and strong, are harsher and have a so-called metallic sound. It is to be

noted that the memory of this tonal quality assists us in recognising a large number of

different sounds such as cries of animals, voices of friends and relatives, sounds of

familiar musical instruments, etc.

MEASUREMENT OF SOUND

Objects: Following are the objects or purposes of measuring the sound:

It helps in improvising building acoustics and loudspeakers and thus

enhances our enjoyment of music, both in the concert hall and home.



It indicates when a sound may cause hearing damage and thus helps in

taking corrective measures to be taken, for avoiding the same.

It permits evaluation of the hearing sensitivity of a individual.

It permits precise and scientific analysis of the annoying sounds and as

such, gives us an objective means of comparing annoying sounds under

different conditions.

It permits the improvement of the quality of our lives.

It serves as a powerful diagnostic tool in the noise reduction programmes.

Sound level meter: A sound level meter is an instrument which responds to the

sound in approximately the same way as the human ear and which gives objective

reproducible measurements of the sound level.

The sound level is converted to an identical electrical signal by a high quality

microphone and since the signal is quite small, it must be amplified before it can

be read on a meter.

The quality of the measuring microphone must meet many high standards. It

must have uniform frequency response i.e. it must be equally sensitive at all

frequencies. The microphone should be equally sensitive to the sounds coming

from all angels or in other words, it must possess an Omni directional

characteristic.

The sound level meter is a precise instrument and hence provision is made to

calibrate it for accurate results. It is best done be placing a portable acoustic

calibrator directly over the microphone. This calibrator is basically a miniature

loudspeaker giving a precisely defined sound pressure level to which the sound

level meter can be adjusted.

3.5 INFLUENCE OF ENVIRONMENT

The environmental factors which affect the measurement of sound are as

follows:

Ambient pressure: The variations in the atmospheric pressure will have a

negligible influence on the microphone sensitivity. For extremely high altitudes



and other unusual conditions, the microphone instruction manual should be

referred.

Humidity : The sound level meter and microphone will not be Influenced by

relative humidity levels up to 90%. It is however necessary to shield the

instrument from rain, snow, etc.

Magnetic fields : The influence of the electrostatic and magnetic fields On the

sound level meter is quite negligible.

Temperature : The sound level meters are designed to operate Accurately

over the temperature range of -10°C to + 50°C. It is necessary to avoid sudden

temperature changes which may cause condensation in the microphone.

Vibration : The sound level meters are relatively insensitive to the Vibration.

But it is a good practice to provide foam rubber pads or similar material to

isolate them from strong vibrations and shock.

Wind : The wind blowing across the microphone disturbs the readings and to

minimize the effects of wind while working outdoors, a special wind screen

consisting of a ball of porous polyurethane sponge should always be used over

the microphone. It will also give protection to the microphone from dust, dirt

and precipitation.

MEASUREMENT REPORT

It is necessary to have a good measurement report containing the following

information:

Background noise level;

Data on object being measured like machine type load, speed, etc.;

Meteorological data and date;

Method of calibration;

Sketch showing measuring site, location of microphone and object being

measured;

Type and serial number of instrument;

Type of sound signal;



Weighing networks and meters responses used; etc.

With a careful written report, the future comparisons can be made more

Accurately and treated as reliable.

SOUND IN ENCLOSURES

When the sound waves strike the surfaces of an enclosure in the form of a room with

walls, the following three things happen:

Some of the sound is reflected back in the room.

Some of the sound energy is absorbed by the surfaces and listeners or persons

present in the room.

Some of the sound waves are transmitted outside the room through the

vibration of walls, floors and ceiling.

The amount of sound reflected or absorbed depends upon the surfaces while the third

category of transmitted sound depends upon the sound insulation properties f the

surfaces.

REFLECTION OF SOUND

When a free sound wave travelling through air strikes a uniform, large, solid, plane

surface, it is reflected in the same manner as that of a light ray. Thus the angle which

the incident wave makes with plane surface is equal to the angle which the reflected

wave makes with the plane surface.

Following facts in connection with the reflection of sound are to be noted:

The analysis of reflection from the curved surfaces may be deprived by

applying the laws of reflection of light.

A concave surface leads to the concentration of reflected sound waves at

certain points and they are considerably smaller in magnitude as shown in.

They are most condensed and hence, they are amplified in nature. Hence, the

concave surfaces may be provided to work as the reflectors.



A convex surface ends to spread the reflected sound waves which are

magnified and are considerable bigger in magnitude. Hence, the convex

surfaces may be used with advantage to spread the sound waves throughout the

room.

The study of law of the reflection of sound helps in selecting the proper shape

of the room with regard to distribution of sound in that room.

The assumption that the sound is reflected in the same manner as light is true

only for limited circumstances and hence, great caution should be exercised

while applying the law of reflection of sound.

3.6DEFECTS DUE TO REFLECTED SOUND

The acoustical design of an enclosed space is primarily governed by the behaviour of

the reflected sound. Following are the two main defects developed due to the

reflection of sound:

Echoes

Reverberation

Each of the above defects due to the reflected sound will now be briefly

described.

Echoes:

When the reflected sound wave reaches the ear just when the original sound

from the same source has been already reached, an echo is produced and it

thus indicates the repetition of a sound by reflection of sound waves from a

surface.

The sensation of sound persists for one-tenth of a second after the

source has ceased. Hence in order that an echo may be distinguished as

separate, the sound must reach the ear one-teeth of a second after the direct

sound. Taking the velocity of sound in the atmosphere air as 343 m/sec, it

means that the sound must come after traversing a distance of (0.10 x 343)



= 34.30 m i.e. the minimum distance of the obstacles from the source of

sound must be half of 34.30 m i.e. 17.5 m., say 17 m. However, if the

distance of reflecting surface if less than 17 m., the sound distorted of

modified sound will be heard. When the distance of the reflecting surface is

between 8 m. and 17 m., the echoes are formed.

When a sound is reflected from a number reflecting surfaces play

suitably, the multiple echoes are formed. The heavy rolling sound of a

thunder is due to successive reflections from a number of reflecting surfaces

like clouds, mountains, various strata of air, etc.

Reverberation:

It is quite clear that some interval of time will be required for the sound

energy to convert in to other form of energy. This transformation is usually

brought about by friction between the sound wave and air particles as well

as the sound wave and the surfaces with which it comes in to contact.

Naturally, the more the friction, the quicker will be the transformation. This

gradual process of transformation operates over a certain interval of time

and this is known as the reverberation.

Now, m = log10I 1I 2

SABIN’S EQUATION

Prof. W.C. Sabine of Harvard University, U.S.A. carried out a number of experiments

in rooms of different sizes and he was able to establish the following formula which is

knows as Sabin’s equation

t=0.16 VA

Where t= reverberation time in seconds



V= volume in m3

A= total absorbing power in m2-sabins

=(a1s1+a2s2+a3s3+…..) Absorption units of individual objects

S1, s2, s3etc .being the coefficient of absorptionof respective surfaces a1, a2, a3, etc.

Note: the unit of sound abruption is m2-sabin and it is equal to sound absorption of

one square metre area of fully open window.

Since V and A can be worked out from the plans and specifications of the structures, it

is possible to design a structures for any desired value of the time of reverberation.

ABSORBENT MATERIALS

Most of the common building materials absorb sound to a small extent and hence, for

better acoustical requirement, some other materials are to be incorporated on the

surfaces of the room. Such materials are known as the absorbent materials and they

help a great deal in making the room acoustically good.

The important facts in connection with absorbent materials are as follows:

An ideal absorbent material should be economical in construction and

maintenance, water-proof, fire-proof, sufficiently strong and good in

appearance.

The noise level of the room provided with absorbent materials is considerably

reduced.

In the hall treated with absorbent materials,the speech can be heard clearly and

music can be fully enjoyed.

All the absorbent materials are found to be sound and porous. They work on

the principle that the sound wave penetrate in to the pores and in this process,

the sound waves are converted in to other form of energy by friction.

The absorbing capacity of the absorbent materials depends on the thickness of

the material, its density and frequency of sound.



The acoustic properties of the absorbent materials are considerably changed by

their modes of fixing. The suspended absorbers in the form of inverted cones

may be provided in the ceiling to make that hall acoustically good.

There is no royal road for making a particular room acoustically good. It

mainly depends on the ideas of the engineer or the architect. Each case is to be

studied separately and after proper thinking, suitable absorbent materials may

be specified.

Great care should be exercised while prescribing the covering foron absorbent

material so as to improve its appearance. The improper covering destroys the

absorbent properties of the materials.

It should be remembered that in a big hall, the audience is a major absorbing

factor. This is especially true in the high frequency zone. Hence, the low

frequency absorbent materials should be provided to achieve optimum

reverberation time over a wide range of frequency of sound.

TYPES OF ABSORBENT MATERIALS

The various types of absorbent materials are available in the market under different

trade names. The value of coefficient of absorbent is supplied by the manufacturer.

The requirements of a god acoustical material are as follows:

It should be durable and should not be liable to be attacked by insects,

termites,etc.

It should be easily available at a reasonable cost.

It should be efficient over a wide range of frequencies.

It should be fire resistant.

It should be non-hygroscopic and heat insulating.

It should be self-supporting and should be capable of easy fixing.

It should give pleasing appearance after fixing.

It should have high coefficient of absorption.

It should have sufficient structural strength.



Following are some of the common types of absorbent materials:

Hair felt: this material was used by prof. Sabin in his experimental works. The

average value of coefficient of absorption of 25 mm thick hairfelt is 0.60.

Acoustical plaster: this is also known as the fibrous plaster and it includes

granulated insulation material mixed with cement. It quantity of cement is more

than required; the plaster will not have sufficient pores to become effective for

acoustics. If quantity of cement is less, the plaster will not have enough

strength. Thus, the quantity of cement should be carefully decided. For

thickness of 20 mm and density of 1kN/m3, the acoustic plaster possesses an

absorbent coefficient of 0.30 at 500 cycles per seconds. The acoustic plaster

boards are also available. They can be fixed on the wall and their coefficient of

absorption varies from 0.15 to 0.30

Acoustical tiles: these are made in factory and sold under different trade

names. The absorption of sound is uniform from tile to tile and they can fix

easily. However, the acoustical tiles are relatively costly than other absorbent

materials. They are most suitable for rooms in which small area is available for

the acoustical treatment.

Strawboard: this material can be also used as absorbent material. With a

thickness of 13 mm and density of 2.4 kN/m3, it possesses a coefficient of

absorption of 0.30 at 500 cycles per second.

Pulp boards: there are the soft boards which are prepared from the compressed

pulp. They are cheap and can be fixed by ordinary panelling. The average value

of coefficient of absorption is 0.17.

Compressed fibreboard: This material may be perforated or imperforated.

The average coefficient of absorption for the former is 0.30 and for the latter is

0.52. It has density of 3kN/m3.

Compressed wood particle board: This material is provided with perforations

and it can be painted also. With a thickness of about 13 mm, the average

coefficient of absorption is 0.40.

Perforated plywood: This material can be used by forming composite panels

with mineral wool and cement asbestos or with mineral wool and hardboard. It



is generally suspended from the trusses. The average value of coefficient of

absorption for the former composite panel is as high as 0.95 and for the latter

composite panel, it is about 0.20.

Wood wool board: This material is generally used with a thickness of 25 mm

and it has a density of 4 kN/m3. The average value of coefficient of absorption

is 0.20.

Quilts and mats: These are prepared from mineral wool or glass wool and are

fixed in the form of acoustic blankets. The absorption coefficients of such

quilts and mats depend on the thickness, density, perforations, mode of fixing,

nature of backing and frequency of sound.

CONDITIONS FOR GOOD ACOUSTICS OF AN AUDITORIUM OR A HALL

Following conditions should prevail in an auditorium or a hall possessing good

acoustical properties:

The initial sound should be of adequate intensity or loudness. This is quite

obvious as it is impossible for a speaker to be heard over a long distance

without the help of sound-amplification system.

The sound which is produced should be evenly spread over the whole area

covered by the audience. If this condition is not satisfied, the conditions

tending the formation of echoes will be established.

The initial sound should be clear and distinct so that there is no possibility

of a disordered speech.

All undesired sound should be reduced to such an extent that it will not

interfere with the normal hearing of music or speech. The undesired sound

may be originating either from inside or outside the room.

For hall to be used for music, the initial sound should reach the audience

with the same frequency and intensity.

3.7 FACTORS TO BE CONSIDERED IN THE ACOUSTIC DESIGN OF AN

SEMINAR HALL

Following five factors play an important role in the acoustic design of an auditorium:



Volume: The hall should have enough volume and it should be decided while

keeping in view the intensities of sounds likely to be developed in the hall. For

halls to be used only for music, the volume should be large so that there will be

enough space for the music to spread in the hall. On the other hand, the halls of

small volumes are useful for weak sounds. The best guide for deciding the

volume of a proposed auditorium would be the detailed study of an existing

auditorium used for similar purpose.

The floor area of the hall including gangway but excluding stage should be calculated

on the basis of 0.60 m2 to 0.90 m2 per person. The height of the hall is decided by

considering ventilation, presence or absence of balcony and type of performance. The

average height may vary from 6 m for small halls to 7.50 m for large halls. The ceiling

may be flat. But it is desirable to provide slight increase in the height near the centre

of the hall.

With all such considerations, the recommended volumes for different types of

auditoriums are as follows:

Cinemas or theatres …. 4.0 m3 to 5.0 m3 per person

Musical halls or concert halls …. 4.0 m3 to 5.5 m3 per person

Public lecture halls …. 3.5 m3 to 4.5 m3 per person.

Shape: This is a very important consideration in the acoustic design of an

auditorium and it involves geometrical aspects of the hall. The paths followed

by the reflected sound waves are traced and concentrations of sound waves, if

any, are noted. The concave walls are not good for acoustic purposes as they

tend to concentrate sound waves. The plain walls are better. But the convex

walls are excellent and are used to reduce the possibilities of echoes to the

minimum extent.

o A fan shaped floor plan gives better performance. The side walls should

be arranged to have an angle of not more than 1000 with the curtain line .

The fan shaped plan gives favourable reflection of the sound from sides.

o For talking pictures, the synchronization of sound with lip movement is

the most essential. For theatres, a person with normal vision should be



able to discern facial expressions of the actors on stage. To satisfy these

conditions, the distance of the farthest seat from the curtain line should

generally not exceed 23 m.

Sound absorption: The adequate absorbing surfaces should be provided in the

hall to control the reverberation. As a matter of fact, the acoustic design of an

auditorium will be incomplete without the provision of such a surface. The

careful study of the hall should be made before recommending the type of

absorbent material and its location in the hall..The surface from which the

sound is likely to be reflected should be so designed as to assist distribution of

sound. The areas likely to cause objectionable sound reflection should be

clearly sorted out for the treatment with sound absorbing material. Such areas

includes rear walls, balcony parapet, concave surfaces etc.The rest of the sound

absorbing materials should be properly distributed on the remaining surfaces of

the auditorium

Site selection: There are various considerations for the proper site selection of

an auditorium. But the most important one is the noise pollution. If the site is

not situated in a quiet place, elaborate costly arrangements will have to be

made to have an acoustically good hall. For auditoriums without air-

conditioning and requiring doors and windows to be kept open during

performance, the orientation should be such that the external noise is permitted

to the minimum possible extent.

Depending upon the surrounding noise level of the site, structural design,

orientation, layout and such other factors, it should be seen that the background

noise level not exceeding 40 db to 45 db is achieved within the hall.

Seats and seating arrangement: The seats should be arranged in concentric

arcs of the circles. The centre from which the circles should be drawn should

be located as much behind the centre of curtain line as the distance of curtain

line from the auditorium rear wall. The factors to be considered for seats and

seating arrangements are as follows:



Arrangement: The seats should be staggered sideways in relation to those in front so

that a listener in any row is not looking directly over the head of the person in front of

him.

Back to back distance: The back to back distance of chairs in successive rows or seats

should be at least 450mm and this distance may be increased upto 1000mm or so for

extra comfort.

Balcony: Where balcony is provided, the precautions to be taken are as

follows:

L1 > L/3

H2 < 3 m

H3 < 2.3 m

Where L= length of auditorium

L1= projection of balcony

H1= height of balcony edge at end

H2 = height of balcony edge at entry

H3 = height of last row in balcony from projection room

If the balconies are deep, there are chances for the sound shadows to be developed. It

is due to the fact that the seats underneath the balcony do not receive the ceiling

reflections. The defect of sound shadows can be rectified by providing angle reflectors

Balcony seats: The elevation of balcony seats should be such that line of sight

is not inclined more than 30° to the horizontal.

Covering of seats: If covered or upholstered seats are provided, the acoustic

characteristics of the hall are not appreciably altered by the fluctuating

audience occupancy.

Front most rows: The angle subtended with the horizontal at the front most

observers by the highest object to be seen on the stage should not exceed 30°.



On the basis, the distance of the first row works out to about 4.5 m for cinema

and 3.6m for theatre.

Raising of seats: The successive rows of seats should be raised over the

preceding ones for good visibility and good listening conditions. The rise in

level may be between 80 mm to 120mm per row. As a thumb rule, the angle of

elevation of the inclined floor of the auditorium should not be less than 8°.

Width of seats: The width of seats should be between 450mm to 600mm.

3.8 DEFECTS IN A SEMINAR HALL AND THEIR REMIDIES

There are three objects involve in the design of a seminar hall:

There should be a good direct path for sound. This will enable the sound to be

heard loudly and clearly and will avoid confusion with subsequent reflections.

It should be seen that none of the subsequent reflections has the same strength

as the original sound.

The desired degree of reverberation should be provided in the seminar hall.

Following defects are however are found in most of the seminar halls:

Reverberation: The defect of excessive reverberation is very common in many

seminar halls. The effects are that the sound once created prolongs for longer

duration resulting in the confusion with the sound created next. The remedy of

this defect is to correct the time of reverberation by suitably installing

absorbent materials.

Formation of echoes: when the reflecting surfaces are situated ate a distance

greater than 17 m or so when the shape of the seminar hall is unsuitable, the

formation of echoes take place. This defect can be removed by selecting proper

shape of seminar hall and by providing rough and porous interior surfaces to

disperse the energy of echoes.

Sound foci: In case of concave reflecting interior surfaces, certain sports are

formed where reflected sound waves meet and created a sound of a large

intensity. These spots are knows as the sound foci and they can be eliminated

by providing highly absorbent materials on the focussing areas.



Dead spots: This defect is just the reverse of the previous one. Because of the

high concentration of the reflected sound at the sound foci, there is a deficiency

of a reflected sound at some points. These points are knows as dead spots and

sound level at dead spots are generally in adequate for satisfactory hearing.

This defect can be remedied by installation of suitable diffusers so as to have

even distribution of sound in the hall

Loudness: This defect is due to lack of reflecting surface at the source of sound

and excessive absorption of sound in the hall. The remedies to correct this

defect consist in hard reflecting surfaces near the source of sound and in

adjusting the absorption of the hall so as give an optimum time of

reverberation. If the length is more, it is desirable to provide more than one

source of sound by installing loud speakers. The location of loud-speakers

should be carefully adjusted.

Exterior noise: this defect is due to poor sound insulation and hence, the

exterior noise enters the seminar hall either through loose doors or windows or

through wall or other structural elements having improper sound insulation.

The exterior sound is developed by vehicles, factories, cooing plants etc. the

remedy to correct this defect is to provide suitable sound insulation to the

various components of the seminar hall.

One of the simplest ways to avoid creating noisy learning rooms is to locate them

farenough away from high noise sources such as mechanical equipment, heavy

vehicletraffic, music practice rooms, or other outdoor spaces that frequently usedfor

noisy activities.

Learning rooms shall be designed to provide adequate acoustical separation from

allother interior and exterior noise sources.

Meet or exceed the following requirements:

50 STC Walls, ceilings, floors, movable or folding partitions

40 STC Doors and windows near high noise areas



28 STC Doors and windows near low noise areas

The use of movable or folding interior partitions should be avoided because it

addssignificant cost to meet the 50 STC requirements.

Regardless of room size, location, or construction, provides:

An overall noise level in empty rooms under NC 35Insure this noise level will

be met with the heating and air conditioning system operating.

Wall, ceiling, and floor surfaces shall provide good acoustics. The design of large

seminar halls (over 50 seats), auditoriums, and distance-learning rooms requires

special attention and the services of an acoustical engineer.

Provide:

High-reflectance materials near the instructor that project sound to the back of

the room.

Sound-absorbing materials on ceilings and on the upper levels of walls in the

rear.

Target 0.75 reverberation time (acceptable range, 0.6 to 1.2)Special design

features such as angled walls and ceilings may be required to insuresounds can

be clearly heard without distortion in all parts of the room.

The acoustical engineer’s report shall be included in the design development

andconstruction document submittals. The report shall include sound-transmission,

noise level, and reverberation time calculations and recommendations to improve

acousticperformance.

All surfaces in the room should be studied, shaped and tested integrally with the

design of the floor plan so thatamplified voice systems will augment, not replace, the

natural voice volume. Acousticalconsultants offer valuable services in lecture hall

design and the services of an acoustics expert are cost-effective when consideration is

given to the consequences of poor design.



Proper acoustical design will isolate the facility from exterior noises and control

thebackground noise level in the room (e.g., mechanical systems noise). Ambient

sound levelsmeasured at four feet above the floor at all points throughout the room

should have a NoiseCriterion (NC) rating of no more than 35.

Most lecture halls require both a voice amplification system and a program audio

system.

The placement of audio speakers is important in making certain that all areas receive a

strong, clear signal from both systems.

The mix of sound-reflectant and sound-absorbent materials must be carefully

calculated tocontrol reverberation without creating a sound-deadened room. The

appropriate blend of the twosounds (source and reflected) is achieved by controlling

reverberation time. There should be nomore than about 30 milliseconds difference

between the arrival of source sound and reflectedsound. As the interval approaches 70

milliseconds, the listener may perceive a separate sound orecho.



CH 4

CASE STUDY



4 CASE STUDY

4.1 Details of seminar

Address : John XXIII high school,

Agashi road, Virar (west),

Thane, Maharashtra,

An auditorium is rectangular in shape. The dimensions of the auditorium are:

length=30 m, breadth = 20 m and height = 8 m. the area of different surfaces are as

follows :

Data:

Plaster 700 m2

Wooden floor 300 m2

Concrete floor 900 m2

Curtains 100 m2

The capacity of the auditorium is 1000 seats. Work out the following:

a) Number of absorbing unit and time of reverberation when there is 1) no

audience 2) full audience.

b) Coefficient of absorbing material, if the area available for fixing the absorbing

material is 840m2



Solution:

Surface Area or no. Absorption

coefficient per

m2or per no.

Absorption unit in

m2 –sabins

Plaster 700 m2 0.02 14

Concrete 900 m2 0.03 27

Wood 300 m2 0.09 27

Curtain 100 m2 0.40 40

Seat 1000 0.02 20

Total 128

Now, the absorption power in m2 –Sabin of an adult is 0.46. Hence the net increase

in absorption power of the room due to one person is obtained by deducting

absorption power of the seat from that person.

∴Net increase in absorption power per person = 0.46 - 0.02

= 0.044.

The absorption unit of the auditorium with different strength of the audience will

be as follows

Audience Absorption unit

when the room is

empty

Absorption unit of

the audience

Total absorption

unit in m2 –

Sabin’s

Nil 128 - 128

1000 128 440 568



Now, the volume of the auditorium = 30x 20x 8 = 4800 m3

The time of reverberation for different strength of audience can be worked out by

applying Sabin’s equation.

t=0.16 V

A

For no audience, t = 0.16∗4800

128 = 6.00 seconds

For full audience, t = 0.16∗4800

568 = 1.35 seconds

t = 0.16 V

A

∴1.2 = 0.16∗4800

A

∴ = 640 m2 – Sabin’s.

The absorption power of room when the audience consists of 400 persons is 304

m2 – Sabin’s.

∴Extra absorption units required = 640- 304 = 336 m 2- Sabin’s.

Coefficient of absorbent material = 336840

= 0.40



4.2 Details of Seminar hall

ADDRESS- Bhausaheb Vartak polytechnic,

Vasai west, Thane.

FIGURE- 4.1 – SEMINAR HALL



A seminar hall of a rectangular shape. The dimensions of the seminar hall are :

Length = 14.53 m

Breadth = 11.86 m

Height = 4.04 m

The areas of different surfaces are as follows:

Plaster = 87.88 m2

Concrete = 72.54 m3

The capacity of the auditorium is 200 seats. Work out the following:

a) Number of absorbing unit and time of reverberation when there is 1)no

audience 2) full audience

Solution:

Surfaces Absorption

coefficient per m2

or per no.

Absorption unit in

m2 – sabins

Plaster 87.88 0.02 1.76

concrete 72.54 0.03 2.18

Seats 200 0.02 4

Total 7.94




∴ Net increase in absorption power per person = 0.46 - 0.02

= 0.44.




be as follows

Audience Absorption unit

when room is

empty

Absorption unit of

audience of

audience

Total absorption

unit in m2- Sabin’s

Nil 7.94 - 7.94

200 7.94 88 95.94

Now, volume of the seminar hall is 696.2 m3



t=0.16 V

A

For no audience, t = 0.16∗696.2

7.94 = 14.03 seconds

For full audience, t = 0.16∗696.2

95.94 = 1.16 seconds

t = 0.16 V

A

∴1.2 = 0.16∗696.2

A

∴= 92.83m2 – Sabin’s.

Hence the seminar hall needs some modification to be acoustically sound.



Applying some modification in current hall by adding a wooden floor finish and

curtains

FIGURE 4.2- MODIFIED SEMINAR HALL



4 .3A seminar hall of a rectangular shape. The dimensions of the seminar hall are :

1) Length = 14.53 m

2) Breadth = 11.86 m

3) Height = 4.04 m

The areas of different surfaces are as follows:

1) Plaster = 87.88 m2

2) Concrete = 72.54 m3

3) Wooden flooring = 124.74 m2

4) Curtain = 31 m2

The capacity of the auditorium is 200 seats.

a) Number of absorbing unit and time of reverberation when there is 1)no

audience 2) full audience

Solution:

Surface Absorption

coefficient per m2

or per no.

Absorption unit in

m2 – sabins

Plaster 87.88 0.02 1.76

Concrete 72.54 0.03 2.18

Wooden 124.74 0.09 11.23

Curtain 31 0.40 12.4

Seats 200 0.02 4

Total 31.57






∴ Net increase in absorption power per person = 0.46 - 0.02

= 0.44.


be as follows

Audience Absorption when

room is empty

Absorption unit of

audience

Total absorption

unit in m2 – sabins

Nil 31.57 - 31.57

200 31.57 88 119.57

Now, volume of the seminar hall is 696.2 m3



t=0.16 V

A

For no audience, t = 0.16∗696.2

31.57 = 3.53 seconds

For full audience, t = 0.16∗696.2

119.57 = 0.93seconds

After the modification the reverberation time has decrease resulting in better acoustics of the room leading to optimum sound quality



Sound intensity measurement in db

Table 1 – speaker is placed at centre of the hall. (current Position)

Row 1 Row 1 Row 1Bench 1 80 82.5 80Bench 1 78.4 79.9 76.5Bench 1 77.7 78 75Bench 1 75.2 76 73Bench 1 74.9 74 72Bench 1 74.1 72.4 72Bench 1 75 73 73.9Bench 1 74 74.2 73(ALL VALUES IN DB)

Table 2 – speaker is placed on right side of the hall. (additional Speaker)

77.7 82 8476.2 81 83.175 80 82.472.8 78 81.273 77.4 8174.8 76 79.875 75.4 7776.2 77 77.3(ALL VALUES IN DB)

Table 3 – speaker is at various positions in the hall. (modified)

91 91.6 9187.4 88.4 87.185.5 85 85.291 92.3 90.188.2 87.8 86.483.7 85.8 83.692.4 91.1 92.287.9 85.1 86.4



CH 5 CONCLUSION



Conclusion

This Design Guidance for Learning Environments is intended to answer the questions

our design consultants ask most frequently. It is intended to be performance-oriented,

not prescriptive, so that creative design solutions can be developed within the general

guidelines presented as long as performance goals are met.

AutoCAD drawings for the typical seminar hall rooms, seminar halls, and computer

instruction labs of various sizes and for current designs for instructor workstations are

available upon request.

In most cases, the design consultant must adapt these to accommodate specific user

needs, but many firms have found them to be a useful starting point. Visits to recently-

built rooms are also recommended.

Design guidance is of little value if it is not read, understood, or followed. We

welcome suggestions to improve it, and we actively solicit opinions from faculty,

students, and staffs after new rooms are brought on-line.



CH 6 FUTURE SCOPE



This project will result in benefit of the student. Better amenities in the seminar hall can help students to understand the topic effectively. Development on this project is essential part of the education; better hall we provided to student will result in better scores and understanding in them. This project will help us for the future projects taken by us.

We got the chance to do the study of rectangular seminar hall but we would like to study seminar hall of various other shapes such as circular, semi-circular, square, etc.

We can provide headphones to every single person sitting in seminar hall which can avoid disturbances. It is even cost effective in modification of seminar hall.



CH 7 REFERENCES



Bibliography

Rangwala, building construction (2011). Acoustics

Building bulletin 93. Acoustic design of schools

Georgia institute of technology – Ga Tech (2005) A method to predict

reverberation time concert hall preliminary design stage.

Journal of building acoustics- vol 18 – Improvent in acoustics.

Arizona state university (2011) - Classroom design guide.

Idoha state university (2010/2011) – Design standards

University of Maryland (2004)- Classroom design manual


Engineering

DESIGN OF SEMINAR HALL PROJECT DOCUMENT