Acoustic GRIN Lens

Total Page:16

File Type:pdf, Size:1020Kb

Acoustic GRIN Lens California Polytechnic State University San Luis Obispo EE 462 Senior Project Advisor: Dean Arakaki Acoustic GRIN Lens Author Matthew Luu Date: June 12, 2020 Abstract Museum displays with audio explanations typically use headphones. A speaker’s sound at one display interferes with patrons at other displays, thus museums use headphones. These devices are either integrated into the display itself, or attached to an mp3 player. When integrated into the display, headphones can be unsanitary; when attached to an mp3 player, these devices are inconvenient. If speakers can direct sound toward an intended area, headphones can be eliminated. Acoustic horns direct sound toward a specific point, but require a large spatial footprint. Acoustic spherical concave lenses also direct sound toward a point, but exhibit excessive acoustic attenuation. Current speakers on the market that focus sound toward a location are costly compared to headphones. An acoustic gradient index of refraction lens, GRIN lens, accomplishes sound wave focusing while minimizing attenuation and decreasing material costs compared to current directive speakers. The goal of this project is to design and optimize a GRIN lens using numerical simulations in COMSOL Multiphysics and scripts developed in MATLAB. This GRIN lens must direct sound for museum exhibits; therefore, must operate in the human speech frequency band (300Hz - 3400Hz). An acoustic test chamber was designed and built in order to test and validate the physical prototype. The prototype was fabricated using PETG on the MakerGearM2 3D printer. This chamber is 1m length x 1m height x 1m depth and characterizes acoustic radiation pattern vs. azimuth angle (300Hz - 3400Hz) and the frequency response - microphone directly in front of speaker (300Hz - 10kHz) - for 3” maximum diameter speakers. 1 Acknowledgements I would like to thank Dr. Arakaki for advising the project and giving me support to achieve results. He helped guide me in the right direction and helped me write reports for funding opportunities. I would like to thank CPConnect and the metamaterials team that helped me develop the equipment used throughout the project. The CPConnect funding award helped gather the equipment needed to measure acoustic devices. Furthermore, the team I assembled helped build the test equipment as well as research lens designs. Team members include: Baylor Whitehead, Scott Finfer, Christopher Chen, Christopher Lim, Jackie Kimoto, Alex Goldstein, and Alejandro Quintero. Finally, I would like to thank Stratedigm and Jabil, two companies in San Jose. Stratedigm helped manufacture the lens while Jabil let me use the simulation software needed for acoustics. I wanted to give a special thanks to Dave Logan at Jabil for helping me learn acoustics and the knowledge needed to succeed in this project. 2 Contents List of Figures 6 List of Tables 7 1 Introduction 8 1.1 Motivations ................................................. 8 1.2 Customer Needs, Specifications and Design Requirements ..................... 10 1.3 Project Scope ................................................ 13 2 Introduction to Acoustics 15 2.1 Fundamental Parameters of Acoustics ................................. 15 2.2 The Acoustic Wave ............................................ 17 2.3 Transmission and Reflection Coefficients ................................ 19 2.4 Acoustic Radiation/Directivity Index ................................. 20 3 Introduction to GRIN Theory 23 3.1 GRIN Theory and Optics Introduction ................................ 23 3.2 Discretized Rows and Focal Length ................................... 26 4 Design Process 30 4.1 Design Process Summary ......................................... 30 4.2 Terminology ................................................. 31 4.3 Focal Length and Outer Lens Dimensions ............................... 32 4.4 Index of Refraction Row Design ..................................... 36 4.5 Radiation Pattern Simulations ...................................... 43 4.6 Final Design Results ............................................ 48 5 GRIN Lens Testing 50 5.1 Manufacturing ............................................... 50 5.2 Testing Setup ................................................ 53 5.3 Radiation Patterns Measurement .................................... 57 5.4 Frequency Response Measurement ................................... 59 3 6 Further Simulation Work 67 6.1 Horn + Acoustic Lens ........................................... 67 6.2 Tabs and Diffraction Limiting ...................................... 69 7 Conclusion 71 7.1 Scope Review ................................................ 71 7.2 Results .................................................... 72 7.3 Future Work ................................................ 73 A Appendix A: Acoustic Test Chamber Contributions 74 B Appendix B: General Derivations 75 B.1 Speed of Sound Derivation ........................................ 75 B.2 Focal Point Derivation .......................................... 77 C Appendix C: Developed Code 81 D Appendix D: ABET 82 D.1 Summary of Functional Requirements ................................. 82 D.2 Primary Constraints ............................................ 82 D.3 Economics .................................................. 82 D.4 Manufacturing ............................................... 86 D.5 Environmental ............................................... 86 D.6 Manufacturability ............................................. 87 D.7 Sustainability ................................................ 87 D.8 Ethical .................................................... 88 D.9 Health and Safety ............................................. 88 D.10 Social and Political ............................................ 89 D.11 Development ................................................ 89 4 List of Figures 1.1 Speaker Museum Example [4] ...................................... 8 1.2 Radiation Pattern ............................................. 9 1.3 SPL to Loudness Perception [9] ..................................... 11 1.4 Lens Dimensions .............................................. 11 1.5 Project Flowcharts ............................................. 14 2.1 Time Varying Sound Pressure Wave [10] ................................ 16 2.2 Transmitted and Reflected Wave for an Incident Plane Wave ................... 20 2.3 On-Axis Directivity Plot Example ................................... 21 2.4 Beranek Radiation Patterns [1] ..................................... 22 3.1 Ray and Wave Theory [14] ........................................ 23 3.2 Ray Theory Lenses ............................................. 24 3.3 Wave Theory Lenses ............................................ 25 3.4 Generalized GRIN Lens .......................................... 25 3.5 Discretized Secant Pattern ........................................ 27 3.6 Beam Trajectory .............................................. 29 4.1 Rows and Columns Definitions ..................................... 31 4.2 Unit Cell [7] ................................................. 32 4.3 Discretized Hyperbolic Secant Pattern ................................. 34 4.4 Focal Length vs. Number of Rows ................................... 34 4.5 Lens Index of Refraction Discretized Pattern ............................. 35 4.6 Transmission and Reflection Coefficient Simulation ......................... 36 4.7 Duke’s Unit Cell for Simulated Verification .............................. 37 4.8 Simulated Transmission and Reflection Coefficient .......................... 38 4.9 Simulated Effective Bulk Modulus and Mass Density ........................ 38 4.10 Simulated Pillar Dimensions and Lens Profile ............................ 39 4.11 Simulated Broadband Effective Parameters Middle Row ...................... 40 4.12 Simulated Broadband Effective Parameters Outer Row ....................... 40 4.13 Simulated Index of Refraction and Relative Acoustic Impedance Pillar Dimensions at 2.3kHz 41 4.14 Simulated Pillar Dimensions and Index of Refraction Profile at 2.3kHz ............. 42 4.15 Radiation Pattern Simulation ...................................... 44 5 4.16 Radiation Pattern Simulation using a 2.3kHz Plane Wave ..................... 44 4.17 Radiation Pattern Simulation using a 2.3kHz Plane Wave ..................... 46 4.18 Radiation Pattern Simulations Varying Distance from Lens using a 2.3kHz Plane Wave ... 47 4.19 CAD Model of Final Design ....................................... 49 5.1 Failed Print ................................................. 51 5.2 GRIN Lens Isometric view ........................................ 52 5.3 GRIN Lens Top Down .......................................... 52 5.4 Testing Block Diagram .......................................... 54 5.5 Test Chamber Side View ......................................... 56 5.6 Top Down of Test Chamber ....................................... 57 5.7 1kHz Radiation Pattern for GRS 3FR-4 Speaker ........................... 58 5.8 Speaker Test Configuration ........................................ 59 5.9 Speaker Input ................................................ 60 5.10 Speaker Time Domain Recording .................................... 61 5.11 Speaker Recording Max Amplitude A = 2 Spectrogram ...................... 62 5.12 Speaker Transfer Function Max Amplitude A = 2 Spectrogram .................. 62 5.13 Speaker Impulse Response 4 Different Amplitudes .......................... 63 5.14 SPL (GRS 3FR-4 Speaker) Frequency
Recommended publications
  • Acoustical Engineering
    National Aeronautics and Space Administration Engineering is Out of This World! Acoustical Engineering NASA is developing a new rocket called the Space Launch System, or SLS. The SLS will be able to carry astronauts and materials, known as payloads. Acoustical engineers are helping to build the SLS. Sound is a vibration. A vibration is a rapid motion of an object back and forth. Hold a piece of paper up right in front of your lips. Talk or sing into the paper. What do you feel? What do you think is causing the vibration? If too much noise, or acoustical loading, is ! caused by air passing over the SLS rocket, the vehicle could be damaged by the vibration! NAME: (Continued from front) Typical Sound Levels in Decibels (dB) Experiment with the paper. 130 — Jet takeoff Does talking louder or softer change the vibration? 120 — Pain threshold 110 — Car horn 100 — Motorcycle Is the vibration affected by the pitch of your voice? (Hint: Pitch is how deep or 90 — Power lawn mower ! high the sound is.) 80 — Vacuum cleaner 70 — Street traffic —Working area on ISS (65 db) Change the angle of the paper. What 60 — Normal conversation happens? 50 — Rain 40 — Library noise Why do you think NASA hires acoustical 30 — Purring cat engineers? (Hint: Think about how loud 20 — Rustling leaves rockets are!) 10 — Breathing 0 — Hearing Threshold How do you think the noise on an airplane compares to the noise on a rocket? Hearing protection is recommended at ! 85 decibels. NASA is currently researching ways to reduce the noise made by airplanes.
    [Show full text]
  • 2014 Newsletter for the Robert Bradford Newman Student Award
    NEWSLETTER 2014 OBERT RADFORD EWMAN RS T U D EB N T A W A R DN F U N D 2014 AT A GLANCE Yiying Hao Adam Lawrence Paul Faculty Advisor: Jian Kang Faculty Advisor: Bob Celmer December 31, 2014 completed another University of Sheffield University of Hartford successful year for the Newman Fund. “Effects of urban morphology on urban “Acoustic evaluation of Austen Arts Center, Newman Medals were awarded to 19 stu- sound environment from the perspective of Trinity College for Smith Edwards McCoy dents, bringing the total to 290 at more masking effects” Architects” than 58 schools of architecture, engineer- ing, music and music technology since the Robert Healey Zhao Ellen Peng program began in 1985. Of particular note Faculty Advisor: Bob Coffeen Faculty Advisor: Lily Wang is the increased participation from schools University of Kansas University of Nebraska – Lincoln and programs outside North America. “Investigations into the sound absorbing “How room acoustics impacts speech com- properties of gypsum wall board” prehension from talkers and by listeners Five student teams received Wenger priz- with varying English proficiency levels” es in 2014 for their meritorious design Christina Higgins work juried and displayed at the ASA Faculty Advisor: Stephen Dance Ariana F. Sharma Student Design Competition held at the London South Bank University Faculty Advisor: David T. Bradley 167th meeting of the Acoustical Society “An investigation into the Helmholz Vassar College in Providence, RI. There were sixteen total resonators of the Queen Elizabeth Hall, “Effect of installed diffusers on sound field entries submitted to the SDC from a num- London” diffusivity in a real-world classroom” ber of different universities.
    [Show full text]
  • View of Examinations
    OFFICE OF THE SECRETARY OF STATE ARCHIVES DIVISION BEV CLARNO STEPHANIE CLARK SECRETARY OF STATE DIRECTOR A. RICHARD VIAL 800 SUMMER STREET NE DEPUTY SECRETARY OF STATE SALEM, OR 97310 503-373-0701 NOTICE OF PROPOSED RULEMAKING INCLUDING STATEMENT OF NEED & FISCAL IMPACT FILED 10/07/2019 2:19 PM CHAPTER 820 ARCHIVES DIVISION BOARD OF EXAMINERS FOR ENGINEERING AND LAND SURVEYING SECRETARY OF STATE FILING CAPTION: Amend rule related to the administration of the Oregon Specific Acoustical Examination LAST DAY AND TIME TO OFFER COMMENT TO AGENCY: 11/21/2019 5:00 PM The Agency requests public comment on whether other options should be considered for achieving the rule's substantive goals while reducing negative economic impact of the rule on business. A public rulemaking hearing may be requested in writing by 10 or more people, or by a group with 10 or more members, within 21 days following the publication of the Notice of Proposed Rulemaking in the Oregon Bulletin or 28 days from the date the Notice was sent to people on the agency mailing list, whichever is later. If sufficient hearing requests are received, the notice of the date and time of the rulemaking hearing must be published in the Oregon Bulletin at least 14 days before the hearing. CONTACT: Jenn Gilbert 670 Hawthorne Avenue, SE Filed By: 503-934-2107 Salem,OR 97301 Jenn Gilbert [email protected] Rules Coordinator NEED FOR THE RULE(S): To remove the Acoustical Engineering examination from those administered by the Board. The Board does not have an approved examination to test qualifications for licensure specifically to the the Acoustical branch.
    [Show full text]
  • Qualifications Acoustical, Technology, and Lighting
    HORBURN ASSOCIATES ACOUSTICAL, TECHNOLOGY, AND LIGHTING DESIGN Qualifications Acoustical, Technology, and Lighting Thorburn Associates (TA) specializes in the design and consulting of acoustics, technology, and lighting systems. We are involved with multiple market sectors which help to facilitate cross pollination of solutions between markets. With experience on over 2600 projects, one of TA’s strengths is our ability to provide an integrated solution for these technical aspects of the design. TA is a Woman‐owned Small Business Enterprise (WSBE) with offices located throughout the U.S. to serve your needs. Acoustical design combines art and science to modify noise to achieve a desired auditory environment. TA creates acoustical environments tailored to the occupants of each space. We combine our expertise with extensive laboratory and electronic testing equipment to meet the unique sound ACOUSTICAL sensitivities of each project. Room Acoustics – Sound Isolation – Mechanical Noise – Vibration Isolation – Environmental Noise Technology systems design is an ever‐growing industry bolstered by the constant demand for multimedia communications. TA works with our clients to develop the system that will best meet their needs while planning for and understanding maintenance, upgrade, and expansion needs. TECHNOLOGY Audiovisual Systems – Telepresence – Sound Masking/Paging – Structured Cabling – Security We specialize in illumination design, a term that describes aspects much broader than the standard overhead electric lighting system; illumination
    [Show full text]
  • Acoustical Engineering Solutions Noise & Vibration Control in Wood Framed, Residential Structures
    Acoustical Engineering Solutions Noise & Vibration Control in Wood Framed, Residential Structures By Scott Harvey, PE, INCE Bd. Cert. Phoenix Noise & Vibration Frederick, Maryland •Copyright Materials • This presentation is protected by US and International Copyright laws. Reproduction, distribution, display and use of the presentation without written permission of the speaker is prohibited. • © Phoenix Noise & Vibration, LLC 2016 Learning Objectives • Acoustic Terminology • Codes relating to multifamily noise control • Control • indoor noise transmission • mechanical noise • outdoor noise • Apply principals in daily designs Always remembering… That they make guitars and pianos out of wood, don’t they… Overview Codes & Room to Room Noise Terminology Control Wood Structures Mechanical Noise Outdoor to Indoor Control Noise Control Codes • Building Officials and Code Administrators International (BOCA) – (1999) • International Building Code (20xx) • International Residential Code • International Code Council • Green Construction Code Agency Unit Types STC/ASTC IIC/FIIC BOCA 45/na 45/na (1999) IBC Between Units, Corridor, or Common Spaces 50/45 50/45 IRC Living Units 45/na 45/na Group R from Aor F 60/55 Group R from R, B, I or M 50/45 ICC Group R Condos from R Condos, B, I, M or R 55/50 Group R from R, A1, A2, A3, B, E, I, or M 50/45 Dwelling Units from each other and from public service areas 50/45 50/45 DC Dwelling units from Group A‐2 55/50 Codes • Other codes or guidelines deal with: • Outdoor to indoor noise control • Mechanical impact
    [Show full text]
  • An Acoustical Engineer and Acoustician with Expertise in The
    Exhibit JL-RJ-1 SEC Docket 2015-02 Bio Materials for: Richard R. James, INCE Mr. James is the Owner and Principal Consultant for E-Coustic Solutions, LLC, of Okemos, Michigan. He has been a practicing acoustical engineer for over 40 years. He started his career as an acoustical engineer working for the Chevrolet Division of General Motors Corporation in the early 1970s. His clients include many large manufacturing firms, such as, General Motors, Ford, Goodyear Tire & Rubber, and others who have manufacturing facilities community noise and worker noise exposure. In addition, he has worked for many small companies and private individuals. He has been actively involved with the Institute of Noise Control Engineers (INCE) since it's formation in the early 1970's and is currently a Member Emeritus. His academic credentials include a degree in Mechanical Engineering (BME) from General Motors Institute, Flint Michigan (now Kettering Institute). He has been an adjunct Instructor to the Speech and Communication Science Department at Michigan State University from 1985 to 2013 and a adjunct Professor for the Department of Communication Disorders at Central Michigan University from 2012 through 2017. In addition, Mr. James served on the Applied Physics Advisory Board of Kettering Institute from 1997 to 2007. Specific to wind turbine noise, he has worked for clients in over 60 different communities. He has provided written and oral testimony in approximately 30 of those cases. He has also authored or co-authored four papers covering wind turbine noise topics including: • Criteria for wind turbine projects necessary to protect public health (2008), • Demonstrating that wind turbine sound immissions are predominantly comprised of infra and low frequency sound (2011), and • A peer reviewed historical review of other types of low frequency noise sources with similar sound emission characteristics, such as large HVAC systems (fans) which caused noise induced Sick Building Syndrome and other noise sources that have known adverse health effects on people exposed to their sound.
    [Show full text]
  • Acoustical Engineering Concentration with Options Credits of Which At
    Plan of Study for Multidisciplinary Engineering: Acoustical Engineering Concentration with Options Credits First year Engineering Program 29-36 Students are very strongly advised to take a CAD course such as CGT 163 or 164 during their first year in engineering. A CAD course is required for this concentration. Required sophomore mathematics : Multivariate calculus (MA 261), and linear algebra & differential equations, MA 262 or (MA 265 & 266), or equivalent 8-10 General Education : Follow Engineering’s General Education Program requirements. Sound System Engineering option: strongly suggest MUS 250, Mus 361, Mus 362, & THTR 201. 18 Sophomore Science Selective: Must take Physics 241 or 261or equivalent. 3-4 If MA 165 and 166 and 262 are taken, science selectives (in First Year Engineering program and this science selective) must add to at least 7 credits, or an area course must be math or science. Statistics Selective : IDE 495*, IE 230, IE 330 or ChE 320 are suggested. The engineering courses count towards the required 47 credits in engineering. If used, STAT 350 or 511 count towards the Area requirements. * IDE 495 is normal course. (3 – counted elsewhere) Engineering: Minimum 47 credits at 200+ level, of which at least 18 credits are at 300 + level , of which at least 6 credits must be at the 400+ level . Maximum number of credits in any one engineering discipline is 24. Note: It is the student’s responsibility to meet all prerequisites. Required Engineering Core : (Can substitute or transfer equivalent courses except for IDE 301 and major design experience courses, which must be taken at Purdue-West Lafayette.) Topic: Example Courses: Credits Electrical circuits ECE 201 or equivalent 3 Statics and Dynamics* (ME 270 + ME 274), A&AE 203, (CE 297 + 298) or equivalent 3 or 6 Fluid mechanics * ME 309 (1 cr.
    [Show full text]
  • Forging a Sustainable Student Research Initiative
    Paper ID #11176 Forging a Sustainable Student Research Initiative Dr. Tom A. Eppes, University of Hartford Professor of Electrical & Computer Engineering Ph.D. Elec. Engr., University of Michigan MSEE, BSEE, Texas A&M University Dr. Ivana Milanovic, University of Hartford Prof. Milanovic is a full-time faculty member in the Mechanical Engineering Department at the University of Hartford. Her area of expertise is thermo-fluids with research interests in vortical flows, computational fluid dynamics, multiphysics modeling, and collaborative learning strategies. Prof. Milanovic is a con- tributing author for more than 70 journal publications, NASA reports, conference papers and software releases. Dr. Milanovic is elected member of the Connecticut Academy of Science and Engineering, and her honors include five NASA Faculty Fellowship Awards, The Bent Award for Scholarly Creativity, Award for Innovations in Teaching and Learning, and Outstanding Teacher Award of the University of Hartford. Page 26.788.1 Page c American Society for Engineering Education, 2015 Forging a Sustainable Student Research Initiative Abstract Student participation in mentored research improves learning of engineering and scientific concepts, increases interaction with faculty and industry sponsors, and provides opportunities for work in emerging technology areas. Benefits accrue both to students who pursue a research career and to those who enter applied fields by strengthening their ability to propose innovative solutions. Over the past nine years, we have sought to improve student research in a predominantly teaching institution. The two primary challenges were: (1) academic - how to introduce and promote inquiry-based learning given the constraints, and (2) business - how to obtain and sustain funding for student-based research.
    [Show full text]
  • Library of Congress Classification Outline: Class T
    LIBRARY OF CONGRESS CLASSIFICATION OUTLINE CLASS T - TECHNOLOGY (Click each subclass for details) Subclass T Technology (General) Subclass TA Engineering (General). Civil engineering Subclass TC Hydraulic engineering. Ocean engineering Subclass TD Environmental technology. Sanitary engineering Subclass TE Highway engineering. Roads and pavements Subclass TF Railroad engineering and operation Subclass TG Bridge engineering Subclass TH Building construction Subclass TJ Mechanical engineering and machinery Subclass TK Electrical engineering. Electronics. Nuclear engineering Subclass TL Motor vehicles. Aeronautics. Astronautics Subclass TN Mining engineering. Metallurgy Subclass TP Chemical technology Subclass TR Photography Subclass TS Manufactures Subclass TT Handicrafts. Arts and crafts Subclass TX Home economics Subclass T T1-995 Technology (General) T10.5-11.9 Communication of technical information T11.95-12.5 Industrial directories T55-55.3 Industrial safety. Industrial accident prevention T55.4-60.8 Industrial engineering. Management engineering T57-57.97 Applied mathematics. Quantitative methods T57.6-57.97 Operations research. Systems analysis T58.4 Managerial control systems T58.5-58.64 Information technology T58.6-58.62 Management information systems T58.7-58.8 Production capacity. Manufacturing capacity T59-59.2 Standardization T59.5 Automation T59.7-59.77 Human engineering in industry. Man-machine systems T60-60.8 Work measurement. Methods engineering T61-173 Technical education. Technical schools T173.2-174.5 Technological change
    [Show full text]
  • Music to My Ears: an Acoustical Engineering Challenge
    Music to My Ears: An Acoustical Engineering Challenge Unit Overview In this unit, India and Jacob; a fictional, world-traveling brother and sister duo; visit Mongolia to help direct and amplify sound at the Naadam Festival. India and Jacob guide kids through the engineering activities as they learn more about shapes and materials that reflect or absorb sound. Kids use what they know about sound, vibrations, and acoustical engineering to design acoustic devices that can project sound from a speaker so that everyone at the festival can hear. Engineering Application/Unit Goals Kids will use each step of the Engineering Design Process as they become acoustical engineers and design acoustic devices to amplify sound. Acoustical engineers use their knowledge of sound and vibrations to create a range of technologies, from concert halls to earplugs. In this unit, kids explore how different shapes and materials affect the volume of a sound and apply that knowledge to engineer acoustic devices to amplify music played from a speaker. Engineering Adventures engages learners in grades 3-5 in fun, creative problem solving. Eleven hands-on units are low-cost and flexible to meet the time and budget constraints of out- of-school settings, including afterschool and summer camp. Each unit centers on meaningful, open-ended problems with a global context. Learners find out more about the role engineering plays in their lives and the world around them as they’re introduced to real engineering challenges and asked to design solutions with an engineering design process. Throughout each unit, kids learn to collaborate, communicate, solve problems, and share their solutions with their peers.
    [Show full text]
  • Introduction to Building Acoustics and Noise Control
    Introduction to Building Acoustics and Noise Control Course No: M04-019 Credit: 4 PDH J. Paul Guyer, P.E., R.A., Fellow ASCE, Fellow AEI Continuing Education and Development, Inc. 22 Stonewall Court Woodcliff Lake, NJ 07677 P: (877) 322-5800 [email protected] An Introduction to Building Acoustics and Noise Control Guyer Partners J. Paul Guyer, P.E., R.A. 44240 Clubhouse Drive Paul Guyer is a registered civil engineer, El Macero, CA 95618 mechanical engineer, fire protection engineer, (530)7758-6637 and architect with over 35 years experience in [email protected] the design of buildings and related infrastructure. For an additional 9 years he was a senior-level advisor to the California Legislature. He is a graduate of Stanford University and has held numerous national, state and local positions with the American Society of Civil Engineers and National Society of Professional Engineers. © J. Paul Guyer 2009 1 This course is adapted from the Unified Facilities Criteria of the United States government, which is in the public domain, has unlimited distribution and is not copyrighted. © J. Paul Guyer 2009 2 CONTENTS 1. INTRODUCTION 2. FUNDAMENTALS OF ACOUSTICS 3. NOISE CRITERIA 4. SOUND DISTRIBUTION INDOORS 5. SOUND ISOLATION BETWEEN ROOMS © J. Paul Guyer 2009 3 1. INTRODUCTION This is an introduction to the fundamentals of acoustics and noise control in buildings. It is not an in-depth treatment, but it will introduce designers to some important principles and terminology. In simple applications on real projects the information provided here will give designers a good start in addressing acoustic control issues.
    [Show full text]
  • Acoustical Awareness for Intelligent Robotic Action
    ACOUSTICAL AWARENESS FOR INTELLIGENT ROBOTIC ACTION A Dissertation Presented to The Academic Faculty By Eric Martinson In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Computer Science Georgia Institute of Technology December, 2007 Copyright © 2007 by Eric Martinson ACOUSTICAL AWARENESS FOR INTELLIGENT ROBOTIC ACTION Approved by: Dr. Ronald Arkin, Advisor Dr. Frank Dellaert School of Interactive Computing School of Interactive Computing Georgia Institute of Technology Georgia Institute of Technology Dr. David Anderson Dr. Thad Starner School of Electrical and Computer School of Interactive Computing Engineering Georgia Institute of Technology Georgia Institute of Technology Dr. Tucker Balch Date Approved: November 9, 2007 School of Interactive Computing Georgia Institute of Technology ACKNOWLEDGEMENTS First and foremost, I would like to thank my wife, Lilia Moshkina, for the countless hours she spent helping me out in many different ways. She was always encouraging, helped out with the robots when it was needed, was a good sounding board for refining ideas, and was an excellent editor for this dissertation. In general, Lilia was invaluable to this work, and this dissertation would likely not have been completed without her. Second, I would like to thank my advisor, Ron Arkin, along with the rest of my committee: Dave Anderson, Tucker Balch, Frank Dellaert, and Thad Starner. Ron provided me with the freedom to explore this subject and truly identify a topic of my own choosing, while the committee was enthusiastic and helpful all the way to the end. Finally, I would like to thank the people at the Naval Research Laboratory Center for Artificial Intelligence.
    [Show full text]