OPTIMISING ACOUSTIC DESIGN CRITERIA IN THE DESIGN OF

FACULTY OF MULTIMEDIA STUDIES AT AHMADU BELLO UNIVESITY

ZARIA, PHASE II. NIGERIA.

BY

Yusha’u HAMISU

P14EVAT 8029

FACULTY OF ENVIRONMENTAL DESIGN

DEPARTMENT OF ARCHITECTURE,

AHMADU BELLO UNIVERSITY,

ZARIA.

APRIL, 2018
OPTIMISING ACOUSTIC DESIGN CRITERIA IN THE DESIGN OF FACULTY OF

MULTIMEDIA STUDIES AT AHMADU BELLO UNIVERSITY ZARIA, PHASE II.

NIGERIA.

BY

Yusha’u HAMISU

P14EVAT8029

A THESIS SUBMITTED TO THE SCHOOL OF

POSTGRADUATE STUDIES AHMADU BELLO UNIVERSITY, ZARIA.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF A MASTER IN ARCHITECTURE

(M. SC. ARCHITECTURE)

DEPARTMENT OF ARCHITECTURE,
FACULTY OF ENVIROMENTAL STUDIES,
AHMADU BELLO UNIVERSITY, ZARIA
NIGERIA

APRIL, 2018
 DECLARATION

I declare that the work in this thesis entitled “Optimizing Acoustic Design Criteria in the

Design of Faculty of Multimedia studies, Ahmadu Bello University Zaria, Nigeria” has

been carried out by me in the department of Architecture. The information derived from

the literature has been duly acknowledged in the text and a list of references provided.

No part of this thesis was previously presented for another degree or diploma at this or

any other institution.

Yusha’u Hamisu ___________________ April / 2018 _____

Name of student Signature Date

i
 CERTIFICATION

This thesis entitled OPTIMISING ACOUSTIC DESIGN CRITERIA IN THE

DESIGN OF FACULTY OF MULTIMEDIA STUDIES AT AHMAD BELLO

UNIVERSITY ZARIA, PHASE II NIGERIA. By Yusha’u Hamisu meets the

regulations governing the award of the degree of Master of Science of the Ahmadu Bello

University, and is approved for its contribution to knowledge and literary presentation.

Dr. H. Babangida _________________ ________________

Chairman, Supervisory Committee Signature Date

Dr. M. D. Ahmad _________________ ________________

Member, Supervisory Committee Signature Date

Dr. A.S. Salisu _________________ ________________

Head of Department Signature Date

Prof. S. Z. Abubakar
Dean, School of Postgraduate Signature Date
Studies

ii
 DEDICATION

I dedicated this dissertation to my late parent Mallam Hamisu Idiris and Mallama
Fadimatu Abdullahi of blessed memory, May ALLAH (S.W.T) make Al-jannatul
Firdaus be their final abode, Amin. And to my beloved wife Hajiya Habiba Garba, my
children Aisha, Hamisu (khalifa), Kabir (Doctor), and Abdulrahaman (Soja). Also to my
Brothers, Sisters, friends and well-wishers.

iii
 ACKNOWLEDGEMENT

I wish to extend my profound gratitude to Almighty Allah for seeing me through the

course of this research.

My appreciation goes to my able supervisors Dr. H. Babangida, and Dr. M.D. Ahmad

for guiding me through, without you this research would have been a failure on me. My

gratitude goes to the Dr. A.S. Salisu Head of Department of Architecture and entire staff

of the department of architecture for all the corrections and necessary observations made

to this research. To my upcoming younger architects, I salute you for all the help in

making this piece a successful one..

My appreciation also goes to the entire family of late Mallam Idi muhute of blessed

memory. And to my beloved wife Hajiya Habiba Garba, my children Aisha, Hamisu

(khalifa), Kabir (Doctor), and Abdulrahaman (Soja). Also to my Brothers, Sisters, friends

and well-wishers and to my mentor Professor M. K. Abubakar..

My sincere gratitude goes to the physical planning unit of the Federal College of

Education Kano, National Film Institute Jos, and Nigerian Television College, Jos. Also

my appreciation goes to Autodesk and the national research council of Canada for using

their Software in the course of doing this research.

My sincere gratitude to the Management of Kebbi State University of Science and

Technology Aliero and Department of Physical Planning and Maintenance for giving me

the opportunity for furthering my studies.

iv
 ABSTRACT

This project addresses architectural acoustic problems in multimedia class room of

proposed faculty of multimedia studies. Over the last decades, Architects, engineers and

other acoustic designers face new challenges as audio, video and computers converge into

synergy of multimedia. Noise and poor acoustic design have a detrimental effect upon

students’ academic performance and teachers’ vocal health. The basis of conducting this

investigation is focused in controlling background noise and reverberation as the major

effect of noise in multimedia class room as the selected space of faculty multimedia

studies considered for acoustic intervention. Case study was conducted 2017, in

institution related to media and multimedia in northern Nigeria, the three institutions

were selected, these are multimedia teaching laboratories at college of education Kano,

National Film Institute Jos and Nigerian Television college also in Jos. Variable such as

building typology, location of the site in relation to the noise source(s), reduction of noise

at source, orientation of buildings on site, provision of barriers, planning the interior

layout of the building and Spaces. Computer simulation was conducted using Autodesk

Ecotect® 2011 software under room geometry and condition. The results from the study

revealed that all cases studied have less and higher decibel (dB) indoor ambient level and

lower reverberation when compared globally. In conclusion, It implies that the increase

and decrease in indoor ambient noise level and reverberation time can be attributed to

poor site selection problem, poor internal space zoning and arrangement within the

building, hard landscaping surfaces, large fenestration and ineffective sound barriers

(doors, windows and thin and hollow walls, etc.) resulting in excessive reverberation

which gives clarity in music and poor intelligibility in speech hence different form

indicated based on physical dimensions and the complexity of the form, the lower and

v
fewer effect of surface, volume and high mean free path displayed by the rectangle

implied that this is due to it simple and symmetrical nature and it support room for live

performances

vi
 TABLE OF CONTENT

DECLARATION ............................................................................................................. i

CERTIFICATION .........................................................................................................ii

DEDICATION .............................................................................................................. iii

ACKNOWLEDGEMENT ............................................................................................ iv

ABSTRACT .................................................................................................................... v

TABLE OF CONTENT ...............................................................................................vii

LIST OF FIGURES ................................................................................................... xiii

LIST OF PLATES ......................................................................................................xvii

LIST OF APPENDICES ............................................................................................. xix

1.0 INTRODUCTION ................................................................................................. 1

1.1 Background of the Study ...................................................................................... 1

1.2 Problem Statement ............................................................................................... 2

1.3 Aim ......................................................................................................................... 3

1.4 Objectives .............................................................................................................. 4

1.5 Research Question ................................................................................................ 4

1.6 Scope ...................................................................................................................... 4

1.7 Justification ........................................................................................................... 5

vii
2.0 LITERATURE REVIEW ..................................................................................... 6

2.1 Introduction ........................................................................................................... 6

2.2 The Concept of Acoustic Design .......................................................................... 6

2.3 Acoustic Design Criteria ...................................................................................... 7

2.4 Acoustic Design Criteria for Classroom ........................................................... 10

2.5 Acoustic Design Approaches .............................................................................. 11

2.5.1 Psychoacoustics .................................................................................................... 12

2.5.2 Acoustic interaction to people, activities and space ............................................. 13

2.5.3 Acoustic design criteria for multimedia classroom .............................................. 14

2.6 Acoustic Consideration in the Design of Faculty Multimedia Studies ........... 21

2.6.1 Acoustic design variable for classroom ................................................................ 24

2.7 Room Acoustic..................................................................................................... 26

2.7.1 Room for speeches ................................................................................................ 28

2.7.2 Room for music .................................................................................................... 29

2.8 Concept of Multimedia ....................................................................................... 30

2.8.1 Component of multimedia .................................................................................... 32

2.9 Faculty of Multimedia ........................................................................................ 37

2.10 Effect of Sound on Tropical Climate................................................................. 38

2.10.1Relative humidity and temperature ...................................................................... 39

2.10.2Wind and temperature gradients .......................................................................... 41

2.11 Conclusion ........................................................................................................... 42

viii
3.0 RESEARCH METHODOLOGY....................................................................... 44

3.1 Introduction ......................................................................................................... 44

3.2 Research Design .................................................................................................. 44

3.3 Population of Study ............................................................................................ 45

3.4 Sample and Sampling Techniques..................................................................... 45

3.5 Data Collection .................................................................................................... 45

3.5.1 Sources of data collection ..................................................................................... 46

3.5.2 Instrument of data collection ................................................................................ 46

3.5.3 Procedure for data collection ................................................................................ 47

3.5.4 Data analysis ......................................................................................................... 47

3.6 Computer Simulation ......................................................................................... 47

3.6.1 Description of simulation...................................................................................... 47

4.0 FINDING AND DISCUSSION .......................................................................... 49

4.1 Introduction ......................................................................................................... 49

4.2 Case Study One: Federal College of Education Kano ..................................... 49

4.2.1 Brief information .................................................................................................. 49

4.2.2 Finding from visual survey. .................................................................................. 50

4.3 Case Study Two: National Film Institute, Jos. ................................................. 54

4.3.1 Brief information .................................................................................................. 54

4.3.2 Finding from visual survey ................................................................................... 54

4.4 Case Study Three: Nigerian Television College, Jos ....................................... 58

ix
4.4.1 Brief information .................................................................................................. 58

4.4.2 Finding from the visual survey ............................................................................. 58

4.5 Acoustic Performance Validation Study........................................................... 63

4.5.1 Descriptive of documentation studies. ................................................................. 63

5.0 RESULTS AND DISCUSSION OF FINDING ................................................. 76

5.1 Simulation Results .............................................................................................. 76

5.2 Discussion of the Results .................................................................................... 77

5.2.1 Indoor ambient noise level ( IANL ) .................................................................... 77

5.2.2 Reverberation time ................................................................................................ 77

5.2.3 Room geometry..................................................................................................... 78

5.3 Implication of the Result .................................................................................... 79

6.0 PRELIMINARIES. ............................................................................................. 80

6.1 Introduction ......................................................................................................... 80

6.2 Faculty Site Selection Criteria ........................................................................... 80

6.3 Study Area ........................................................................................................... 83

6.4 Basic Procedure for Site Selection ..................................................................... 84

6.4.1 Site A .................................................................................................................... 85

6.4.2 Site B..................................................................................................................... 86

6.4.3 Site evaluation matrix ........................................................................................... 87

6.5 Site Analysis......................................................................................................... 89

6.5.1 Climatic characteristics ......................................................................................... 90

x
6.5.2 Site analysis (Visual Quality, Accessibility and Noise Survey). ......................... 94

6.5.3 Site potential development analysis ...................................................................... 96

6.5.4 Site zonning analysis ............................................................................................ 97

6.6 Development of Design Briefs ............................................................................ 98

6.7 Analysis of Students Population of Various Departments and their Academic

Staff ………………………………………………………………………………….101

6.7.1 Media and production department. ..................................................................... 103

6.7.2 Visual and audiovisual ........................................................................................ 104

6.7.3 Summary of finding ............................................................................................ 105

6.8 Faculty of Multimedia ...................................................................................... 106

6.8.1 Organogram of proposed faculty of multimedia’s denary .................................. 107

6.8.2 Organogram of departments ............................................................................... 108

6.8.3 The integrated organogram of faculty of multimedia ......................................... 108

6.8.4 Organogram of courses to be offered in the proposed faculty ............................ 109

6.8.5 Bulk scheduled of accommodation of proposed faculty of multimedia ............. 109

6.9 Design Development ......................................................................................... 116

6.9.1 Sound waves as concept ..................................................................................... 116

6.10 Design Consideration ........................................................................................ 118

6.10.1Site planning and landscaping ............................................................................ 118

6.10.2Architectural design ........................................................................................... 119

6.10.3 Acoustical construction .................................................................................... 120

6.10.4 Barriers .............................................................................................................. 122

6.11 Description of Faculty of Multimedia............................................................... 123

xi
6.11.1Deanary section (block a) ................................................................................... 123

6.11.2Department of journalism and audio-visual (block b) ....................................... 124

6.11.3Department of media and production studies (block c) ..................................... 125

6.10.3Student convenience;.......................................................................................... 125

6.10.4Acoustic consideration detail ............................................................................. 126

7.0 Summary, Conclusion and Recommendation ................................................ 127

7.1 Summary............................................................................................................ 127

7.2 Conclusion ......................................................................................................... 127

7.3 Recommendations ............................................................................................. 128

7.4 Contribution to Knowledge.............................................................................. 128

7.5 Area for Further Research ............................................................................... 129

REFERENCES ........................................................................................................... 130

APPENDICES ............................................................................................................ 139

xii
 LIST OF FIGURES

Figure 2-1: Show Traffic noise barrier design consideration ......................................... 23

Figure 2-2: Show the level of voice in 1m distance ....................................................... 29

Figure 2-3: Multimedia component................................................................................ 32

Figure 2-4: show the departmental structure of the proposed faculty of multimedia

studies. ............................................................................................................................ 38

Figure 2-5: variation of the absorption with temperature and relative humidity. .......... 40

Figure 0-1: show the plan of measured drawing of large classroom………………….64

Figure 0-2: show the imported large classroom……………………………………….65
Figure 0-3: show the graphical representation…………………………………………65
Figure 0-4: Show the graphical simulation result of indoor ambient level……………66
Figure 0-5: show the measured drawing of medium classroom……………………….66
Figure 0-6: Simulation result of reverberation indicating time………………………..67
Figure 0-7: Below show the indoor ambient noise level………………………………67
Figure 0-8: Floor plan of a classroom at N F I as built………………………………..68

Figure 0-9: The graphical simulation result of reverberation………………………….69

Figure 0-10: Show the indoor ambient noise level…………………………………….69
Figure 0-11: Show a measured drawing of N T A classroom as build………………...70
Figure 0-12: Show the graphical representation of the reverberation result…………..71
Figure 0-13: Show indoor ambient noise level of classroom N T A…………………..71
Figure 0-14: Rectangular form………………………………………………………...72
Figure 0-15: Fan form………………………………………………………………….72
Figure 0.16 Diamond form…………………………………………………………….73
Figure 0-17: Horse shoe form………………………………………………………….73
Figure 0-18: Simulation result indicating the reverb ………………………………….75

xiii
Figure 6-1: show the location of proposed site .............................................................. 84

Figure 6-2: show location of Site B in the ABU phase two lay out. .............................. 87

Figure 6-3: Site Analysis Structure ................................................................................ 89

Figure 6-4: Micro Site Analysis ..................................................................................... 90

Figure 6-5: Site Analysis (Physical Characteristics) ...................................................... 90

Figure 6-6: Weather data summary of Zaria, Kaduna. Nigeria ...................................... 91

Figure 6-7: Show the monthly temperature range for Zaria. .......................................... 92

Figure 6-8: Show the relatives humidity of Zaria, Kaduna Nigeria ............................... 92

Figure 6-9: Prevailing Wind of Zaria, Kaduna Nigeria ................................................ 93

Figure 6-10: Solar radiation for Zaria ............................................................................ 94

Figure 6-11: show the psychometric chart of the study area Zaria ............................... 94

Figure 6-12: Site Analysis of visual quality, access and noise survey. .......................... 96

Figure 6-13: Site potential development ........................................................................ 97

Figure 6-14: Site Zoning A and B ................................................................................. 98

Figure 6-15: Organogram of proposed faculty of multimedia’s denary ...................... 107

Figure 6-16: Organogram of Proposed Departments ................................................... 108

Figure 6-17: the integrated organogram of faculty of multimedia ............................... 108

Figure 6-18: Organogram of courses that will offer in the proposed faculty of

multimedia. ................................................................................................................... 109

Figure 6-19: Concept Development ............................................................................. 117

Figure 6-20: Concept position within the proposed site. ............................................. 118

xiv
 LIST OF TABLES

Table 2.1: performance standards for reverberation time .............................................. 17

Table 2.2: Performance standards for indoor ambient noise levels – upper limits for the

indoor ambient noise level, LAeq, 30min…………………………………………… .. 19

Table 2.3: Acoustic Design variables ............................................................................. 25

Table 2.4: Acoustic design criteria and variables used in this research ......................... 43

Table 4.1: Summary of results of the three case studies. ............................................... 62

Table 4.2: Simulated result of teaching spaces at F. C E. Kano .................................... 64

Table 4.3: Simulated result of teaching spaces (Classroom) at N. F.I. Jos. ................... 68

Table 4.4: Show simulated result of N.T.A. classroom Jos. ........................................ 70

Tables 4.5: Calculated result indicate the reverb of forms based on room condition

using. .............................................................................................................................. 74

Table 0.6: the effective’s surface and volume and ray free path of different forms…...74
Table 6.1: Show site evaluation matrix .......................................................................... 88

Table 6.2: Brief development of (denary section and department section) ................... 99

Table 6.3: Brief development for academic sections of various department ................. 99

Table 6.4: Brief development for faculty shared facilities ........................................... 100

Table 6.5: Analysis of academic staff and student populations ................................... 100

Table 6.6: Distribution of academic staff with regard to their hierarchy and technical

staff population ............................................................................................................. 101

Table 6.7: Total number of academic staff and students.............................................. 105

Table 6.8: Deanery unit (Schedule of accommodation) ............................................... 110

Table 6.9: Departmental staff unit (schedule of accommodation) ............................... 111

Table 6.10: Departmental learning spaces (schedule of accommodation) ................... 112

Table 6.11: Faculty shared facilities unit (schedule of accommodation) ..................... 113

xv
Table 6.12: Technical staff unit (schedule of accommodation) ................................... 114

Table 6.13: Summary of bulk scheduled of accommodation of the entire Proposed

faculty. .......................................................................................................................... 115

xvi
 LIST OF PLATES

Plate I: show the structural approach acoustic design consideration at stages ............... 24

Plate II: the Google image showing location of the building in the college. ................. 50

Plate III: show location of the building in relation to the source of noise ..................... 50

Plate IV: Showing the ground floor plan of the complex. ............................................. 52

Plate V: Showing the ground floor plan of the complex ................................................ 52

Plate VI: Showing the internal arrangement of the classroom ....................................... 53

Plate VII: Show the audiovisual gadget in the micro teaching classroom F.C.E Kano. 53

Plate VIII: Illustration Google image showing location of the National film institute Jos

........................................................................................................................................ 54

Plate IX: The Google image showing location of major source of noise in relation to the

institute in Jos. ................................................................................................................ 55

Plate X: showing the spatial allocation of space and planning of the institute. ............. 55

Plate XI: Internal finishes for floor and wall used internally at sound dubbing studio. . 56

Plate XII: show orientation of the complex ................................................................... 57

Plate XIII: Show ground plan of the sound stage studio. .............................................. 57

Plate XIV: show the upper floor plan of the sound stage studio .................................... 58

Plate XV: The Google earth image showing the location of the Nigerian Television

college in Jos and sources of noise in relation to the site .............................................. 59

Plate. XVI: Google image showing location of individual building at the college. ...... 59

Plate XVII: show the wall and ceiling finished in virtual studio. .................................. 60

Plate .XVIII: show the floor finishes of virtual studio .................................................. 60

Plate XIX: show the location of two sites in the study area ABU……………………..85
Plate XX: Show the location of site A in ABU premises……………………………...86

xvii
xviii
 LIST OF APPENDICES

Appendix I: : Site plan of the entire proposed faculty of multimedia studies. ............. 139

Appendix II: Plan in relation to the site ....................................................................... 139

Appendix III: Ground floor plan .................................................................................. 140

Appendix IV: First floor plan ....................................................................................... 140

Appendix V: Second floor plan .................................................................................... 141

Appendix VI: Elevational view .................................................................................... 141

Appendix VII: Elevational view .................................................................................. 142

Appendix VIII: showing 3D ......................................................................................... 143

Appendix IX: showing Texlon acoustic cladding ........................................................ 143

Appendix X: showing 3D ............................................................................................. 144

Appendix XI: First floor plan Working Drawing......................................................... 144

Appendix XII: Ground Floor Plan Working drawing. ................................................. 144

Appendix XIII: second floor plan Working Drawing. ................................................. 145

Appendix XIV: Roof plan Working Drawing .............................................................. 146

Appendix XV: Section ................................................................................................. 146

Appendix XVI: Detail showing texlon ETFE acoustic cladding ................................ 147

Appendix XVII: Showing Aluminum composite panel as roofing material ................ 147

Appendix XVIII: Acoustic ceiling materials and the connection techniques .............. 148

Appendix XIX: Detail illustration of how ceiling acoustic materials are connected in

sequence ....................................................................................................................... 148

Appendix XX: Detail illustration of acoustic panel connection to the edge of the wall

...................................................................................................................................... 149

Appendix XXI: Elevation view of the acoustic panel .................................................. 149

xix
 1.0 INTRODUCTION

1.1 Background of the Study

According to (Suri, 1966) Cited in Khabiri, Ahmad and Zin Kandar (2013). Acoustic is

derived from the Greek word of akoustos, meaning of hearing and it is the science about

the production, control, transmission, reception, and effects of sound. Khabiri et al.

(2013).Viewed acoustic as physics and engineering, physiology and psychology, speech

and singing, architecture and environmental noise control. It also expressed that one of

the most important of these branches is architectural acoustic and it is necessary for

understanding and optimizing of the sound environment in all types of rooms and

buildings.

Association of Interior Specialist (2012). Define building Acoustics as the science of

controlling noise in buildings, including the minimization of noise transmission from

one space to another and the control of noise levels and characteristics within space and

the term building acoustics embraces sound insulation and sound absorption. Informe

Design (2009). Classroom acoustics are an important, often neglected, aspect of the

learning environment, up to 60% of classroom activities involve speech between

teachers and students or between students, indicating the importance of environments

that support clear communication and require different acoustic performance and design

standards based on the room’s purpose different from general classrooms, as they often

differ in size, shape, and function. Castro, Silva. Rheingantz, Bastos and Diniz (2006)

stated that environmental comfort’s goal is to promote comfort in the building’s

indoor environment and its surroundings, having the thermal, acoustic, air quality,

light, visual and “ergonomic”aspects in mind. Donnelley (2007) pointed out that

acoustic design is an important part of the whole design process of the school

1
environmental. Canning, Cogger, Greenland, Clark, James, Oeters, Orlowsk, parkin,

Richardson, and Sheld (2015) showed in their study that noise and poor acoustic design

have a detrimental effect upon students’ academic performance and teachers’ vocal

health.

In conclusion, this formed the basis of conducting this investigation on issues of

acoustics, noise reduction in multimedia class room, and faculty of multimedia studies.

It is evident that all those need to be considered together as the catalyst for integration

which acceleration convergence of world of IT and audio-visual (AV) equipment or

simply to say multimedia, The IT networks has brought unprecedented flexibility for

managing and delivering digital sound not just to a single space but across entire

building. Obviously, we are approaching the time when architects must pay adequate

attention to acoustical problems.

1.2 Problem Statement

Poor acoustic design in educational settings have been recognized as the main source of

discomfort, this problem reduces the students’ comfort, efficiency, health and safety.

Williams, Cunningham, and Klose (2015) expressed that the problems that are looked in

a studio and typical home recording environment include, improper frequency response,

echoes and standing waves caused by early reflections, lack of background noise control,

and nodes present in the space. Also finer details such as the humidity and placement of

ventilation systems can negatively affect a recording’s quality. Williams et al., (2015)

Room modes are those standing waves caused by reflections off the room walls, While

on the other hand the attenuation time is affected by the distance sound travels and

number of reflections, which are associated to the geometric properties of the room, and

are quantized by the scattering coefficient of the materials used and the frequency

2
dependent energy absorption characteristics of the solid bodies. Berger (2003) opined

that Noise is arguably the most pervasive hazardous agent in the learning environment.

Shield and Dockrell (2003) stated that, a major effect of noise in the classroom is the

reduction of speech intelligibility, the hearing and suffer from voice disorders as a result

of continually raising their voice. Wakefeild Acoustic ltd (nd) Noise is globally

recognized as a form of environmental pollution, it can interfere with essential and

important activities, and it can cause annoyance and fear. Jia, Jin and Spanos (2015)

expressed that when a sound is produced inside a room, the sound signal travels not only

the direct path from source to receiver, but also arrives at the receiver after several

bouncing off walls or other objects. Therefore, the signal received is a superposition of

multiple delay and distorted versions of the original signal, which is perceived as echo

and reverberation. Castrol at el (2006) regarding acoustic, there is a discomfort caused by

the noise that moves from one room to another which can generate some conflict among

the users. Therefore it’s become necessary to achieve the right balance of acoustic in the

complex and dynamic environment of school. Ceiling and Interior System Construction

Association CISCA (2009) opined that architects should focus on the effect to controlling

background noise levels, reverberation times, and signal-to-noise ratios to improve the

acoustic environment of schools.

Therefore, to achieve acoustic comfort in learning environment particularly multimedia

class room this study will focused in controlling background noise and reverberation as

the major effect of noise in learning spaces.

1.3 Aim

This research is aimed at optimising and applying acoustic design criteria in the design
of multimedia class room at the faculty of Multimedia studies.

3
 1.4 Objectives

The aim of this research could be accomplish through the following objectives:

1. To evaluate the current acoustic design criteria in design of educational facilities

globally.

2. Explore the most suitable acoustic design criteria that enhance performance

in the design of multimedia class room at the faculty multimedia studies.

3. To demonstrate the findings in the design of multimedia class room of

faculty of multimedia studies.

1.5 Research Question

The questions that this research will seek to answer include the following:

1. What are the general acoustic design criteria relevant to educational facilities?

2. How does the acoustic design criteria affect the performance quality of

multimedia class room in the design of faculty of multimedia studies?

3. To what extent can the recommended design contribute in enhancing acoustic

comfort in multimedia class room in the design of faculty of multimedia studies

at Ahmadu Bello University Zaria.?

1.6 Scope

The research will cover reviews of studies on acoustic and acoustic design criteria in

multimedia class room of faculty of multimedia studies with three department will be

taken up and to be used by staff and students for academic purpose and will be situated

within the study area of Ahmadu Bello University Zaria.

4
 1.7 Justification

Architects, engineers and other acoustic designers face new challenges as audio, video

and computers converge into a synergy of multimedia Walker and Kramer (nd) .

As it has been established that entertainment and education are the fields where

multimedia has its dominance and for this reason there is need for a faculty in a university

that teaches and trained various fields of multimedia studies, particularly in Nigeria and

West Africa at large as there is no such faculty in any university of sub-Sahara Africa.

This study also provide knowledge on the design diagnoses for architectural practice

through the simulation and testing of class room based on the acoustic performance

which will be determine by the function of space and will be of benefit for both school

planners and administrators such as National University commission (NUC), Tertiary

Education Trust Fund (TEtFUND) and university administrators.

5
 2.0 LITERATURE REVIEW

2.1 Introduction

According to Boote & Beile (2005) Literature review is an evaluative report of studies

found in the literature related to your selected area. The review should describe

summaries, evaluate and clarify this literature; it should give a theoretical basis for the

research and help you determine the nature of your own research. Similarly, Randolph

(2009) described the review as a means of demonstrating a knowledge about a particular

field of study, including vocabulary, theories, key variables and phenomena, and its

methods and history. Therefore, for the sake of this study, Evaluation of acoustic design

criteria in design of faculty of multimedia. The topics preserved in view encapsulate the

following: (1) Acoustic design, (2) Acoustic design criteria (3) Acoustic Design Criteria

for Classroom (4) Multimedia (5) Component multimedia (6) Faculty of Multimedia (7)

Acoustic properties and theoretical frame work, and so on.

2.2 The Concept of Acoustic Design

According to Deshpande, Patil and Gupta (nd) acoustics is a science which deals with

the sound. Also it is a science which deals with the planning, design and construction of

building to achieve the proper acoustical conditions within the building and

surrounding of the building. Daniels (2015), expressed that designing and building

from acoustical point of views the following facts should be considered: Indoor ambient

noise level, room size, reverberation time, requirement of acoustical absorption, room

geometry – reflections, flutters focusing and diffusion, electronic speech reinforcement.

American National Standard (2000), stated that good acoustic qualities are

essentials in classrooms and other learning spaces in which communication is an

important part of the learning process. Jamming (nd).Opined that successful

6
acoustical design is a detail-oriented process, both in terms of specification and

construction. Careful material and systems specifications are imperative, as are good

construction practices. Acoustical performance often depends not so much on what

was done correctly, but what was done incorrectly. The key to success is careful

attention to detail during all phases of planning, design and construction. Donnelley

(2007) expressed that acoustic design is an important part of the whole school

environmental design process as it affects the usability of all spaces. Acoustic design

is not inherently complex, but complexity is introduced by the sub-division and

specification of the various space uses. More importantly, acoustic parameters are often

expressed as single figure numbers to describe very complex physical situations (noise

is time variant as well as space and frequency variant).

GSA Public Building Service (2011) has optimally considered in terms of acoustics,

there are two major sources to be considered: the reverberation of noise from inside the

classroom; and the transmission of noise from outside to inside, and between

classrooms. Canning et al (2015), expressed that the acoustic design of a school starts

with the selection of the site and is assessment typically includes a noise survey, and

planning the layout of the school buildings. The acoustic design of the proposed

building therefore focuses on maintaining a level of background noise and reverberant

noise control that is sufficiently low to enable effective communication.

2.3 Acoustic Design Criteria

According to Ginn ( 1978 ) When talking about noise criteria, it is important to

bear in mind that the recommended sound pressure levels for a particular situation

are intended as a guide to the average acceptability of the noise. The acceptable

noise level depends on the particular situation, When designing a room for

7
speech, the most important criterion is that the speaker should be distinctly and

readily heard by all members of the audience. The acoustical criteria are organized

into the following categories: site exterior noise, acoustic finishes, room noise levels,

sound isolation, speech privacy, and building vibration. Janning (nd), expressed that

the details acoustic design criteria for many areas that are commonly found in school

designs can be summarized as: Noise ingress from external sources, Noise transfer

between spaces, and Acoustic absorption within spaces

Canning et al (2015), acoustical design criteria were established for speech presentation

as the principal function of the auditorium. Pre-recorded music tracks also could be

included in audio-visual presentations. Reverberation decay time and continuous

ambient sound level should promote speech intelligibility and the richness of music.

Brynn (2014) Changes in acoustic criteria for buildings Standards Norway: Airborne

and impact sound insulation: Sound level/noise level, Criteria for reverberation time

and acoustic absorption, Additional parameters given for acoustic conditions in open

plan spaces.

Evans, Himmel & Knight. Also cited in Lee Montague (2015) in a report on acoustic

criteria outline the following: Internal sound insulation, External sound intrusion,

Building services noise, and internal acoustic which he refers to as Reverberation as

criteria to be meet. Donnelley (2007) viewed in acoustics: room criteria as some criteria

are more useful as a design criteria and some are more useful for diagnosing HVAC

problems , that dB A and NC for design criteria and RC Mark II (and possibly RNC) for

diagnostics use when responding a noise complain. Olshausen and Rindel (2015).

Considered acoustic design criteria in the design of a hall as the mid-frequency

8
reverberation time depending on the type of music and the function of room volume.

Madaras (2016), opined that most acoustics criteria fall into one of four categories.

i. Prevent excessive reverberation and loudness inside occupied spaces.

ii. Limit occupant noise transmission between interior rooms

iii. Limit exterior environmental noise transmission into the building.

iv. Limit noise levels generated by building mechanical, electrical and plumbing

systems inside occupied rooms.

Sam Peckham (2016) viewed acoustic design criteria in four stages

i. Control of noise from building services equipment (both internal and external)

ii. Building envelope sound insulation to control noise ingress and egress

iii. Internal sound insulation of partitions, floors and doors

iv. Provision of sound absorbing finishes to control reverberation and provide

optimal environments for the desired activity

Sheppard (2016) said that designers will need to balance the acoustic performance and

account for the additional design considerations specific to school learning

environments. The four key acoustic parameters are: Reverberation time, Sound

insulation between learning spaces, Impact sound insulation and ambient noise level.

Therefore, based on the above literature this research tend to use Reverberation time and

Indoor ambient noise level as acoustic design criteria’s. These criteria can act as a tool

to evaluate proposed designs, as well as a way to estimate the required provisions to be

included in planning of proposed faculty of multimedia studies.

9
 2.4 Acoustic Design Criteria for Classroom

Classroom Management Committee CMC (2016), defined classroom as space square

footage within the walls including the seating area, the circulation space, and any
instructor and demonstration area.

CMC (2016), also reviewed and formulate standard for University of Connecticut

classroom design as university classrooms are rooms used for scheduled classes that are

not limited in their use to a specific subject or discipline, those classrooms include

general purpose and traditional classrooms, lecture halls, seminar rooms, and auditoria.

Joreme Sheppard (2016), Viewed that designers will need to balance the acoustic

performance and account for the additional design considerations specific to school

learning environments. The four key acoustic parameters are Reverberation time, Sound

insulation between learning spaces, Impact sound insulation and ambient noise level.

Classroom Management Committee (2016), Has also viewed and reviewed the acoustical

requirements as acoustic design criteria for classrooms by an acoustical consultant is

recommended where ever possible.

i. Minimum NC ratings: 0‐59 seats: NC30‐35 or less; 60 to 149 seats: NC 25‐30

or less; 150+ seats: NC20‐25 or less.

ii. In all cases, walls in classrooms should have a minimum sound transmission

class (STC) of 50 as recommended: ANSI S1.4‐1983 (R 2006).

iii. Individual equipment such as fans, ductwork and diffusers shall have ratings

not exceeding NC 25 throughout the load range as recommended: ANSI

S12.60‐2002.

Donnelley (2007) presented that the acoustic design criteria for classroom are the core

learning spaces equal to or less than 20,000 cubic feet, reduce the background noise level

10
to a maximum 35 dBA , also added that design criteria are in line with ANSI S12.60

reverberation time, maximum acceptable 0.6 seconds [at 500, 1000, 2000 Hz].

In line with the literature some design criteria for classroom such as reverberation time,

and ambient noise level are put as acoustic design criteria for classroom design.

2.5 Acoustic Design Approaches

According to Fricke, Nannariello and Cabrera (2006), expressed that Based on limited

subjective assessments of concert hall acoustic quality, objective acoustical

measurements and geometrical parameters it is shown, using a statistical approach,

Stephen R. Kellert (2008) stated that an attempt to translate an understanding of inherent

human affinity to affiliate with natural system and processes –known as biophilic

approach. Fary, M. (2013), defined psychoacoustics as the scientific study of how sound

is perceived by the human ear/brain system and time is one of the most important

components related to the quality of sound perception and time-related volume changes.

Wolfs at el (2015) stated that various experiments have now been conducted by

environmental scientists, psychologists and economists, and shed new light on the

multiple benefits of environment that incorporates biophilic elements and attributes such

as: natural light, exposure to fresh air, natural building ventilation, exposure to clean

water, interaction with nature, animal and plant biodiversity, natural landscape, open

green spaces.

Therefore , based on the reviewed of literature on approaches to acoustic design which

include among others the biophilic , psychoacoustic and zoning ,activity layer and

statistical approach, etc , this research will used the psychoacoustic and zoning ,activity

layer in respect to the design component of the research.

11
2.5.1 Psychoacoustics
According to Fary, M. (2013), defined psychoacoustics as the scientific study of how

sound is perceived by the human ear/brain system and time is one of the most important

components related to the quality of sound perception and time-related volume changes

and other issue that relate to psychoacoustics are sound reinforcement but the first two

are most important. Long (2006), stated that pitch is the human perception of how high

or low a tone sounds, based on its relative position on a scale. Musical pitch is defined

in terms of notes however, there are psychoacoustical experiments to measure human

perception of relative pitch as well. Arai, Satoh, Nishimura, Ueno and Yoshihisa,(2006)

Any designed made to help listeners develop a sensitive ear for the general sense of sound

including sound discrimination, which is a desirable skill for acoustic engineers and

sound designers, sound professionals should have an ability to discriminate and

differentiate sounds as well as an ability to quantify their physical properties. Barron

(1988) found that listeners subdivided into two groups: those that preferred intimacy and

those that preferred reverberation. Cremer and Müller (1981) cited in Barron (1988)

reported that listeners are subdivided between clarity and loudness, but Barron (1988),

listeners divide in three main groups following their preference for either clarity,

reverberance or intimacy

Based on the analysis in the literature it is evident that psychoacoustic is a study that deal

with ability to perceived sound and time take for the sound to reach the brain in an

enclosed or open space, therefore it can be seen in a form of indoor ambient noise level

and reverberation time decay and this research will employed psychoacoustic approach

toward realisation of acoustic design criteria in design of multimedia class room.

12
2.5.2 Acoustic interaction to people, activities and space
According to Blake and Cross (2015) Human sociality involves complex and dynamic

relationships with sound, not only does sound provide information about the

environments in which people live (Truax 1999), also cited in Blake and Cross (2015)

expressed that its construction, perception, and socially ascribed meanings influence how

people interact with each other. Heli Koskinen, (2010), stated that our interest in

acoustics is mainly due to our ability to perceive sound directly with our hearing organ,

that is, without any artificial aids. Björn Hellström (2005) expressed that the sound

perception is crucial for spatial orientation as well as how people act, interact and

communicate, it is necessary to clarify what types of perceptive criteria that are suitable

within the different spaces (entrance, passage and platform) also defined three different

types of perceptive criteria: listening, hearing and attending Walker and Kramer (nd )

opined that the use of sophisticated audio in a multimedia computing context is

increasing rapidly, the sound engineer must consider the human factors and acoustic

ecology involved in the new conversation between active listeners and a multimedia

system and it is imperative to understanding as much as possible about the user, and to

accept the fact that the listener is no longer a passive element in the audio system , the

user must maintain the feeling of control over the audio environment (and the interface

in general); the multimedia system is simply an integrated tool to help achieve the

listener's goals for the session, the architect must study audience demographics (who),

since different groups interact differently, the actual topic of conversation (what) by the

students, when and where the user interacts with a multimedia system will have a major

impact on the audio display and how the designer actually uses sound to communicate

with the listener. Lakoff & Johnson,(1980) cited in Walker and Kramer (nd) stated that

the whole audio environment must sound good and right to the audience.

13
According to (Kramer, 1994b), cited in Walker and Kramer (nd) The acoustic ecology

of a multimedia / multiapplication environment becomes very difficult to manage

Speech, music, synthesized and spatialized sounds, notifications and data

sonifications may all be part of the multimedia interface. Canning (2013) the

human perception of sound, the physical properties of the room and the activity for which

the room is planned are all factors that influence our judgement of the acoustical quality

of the room and how suitable it is for the planned activities. Loud or reverberant

classrooms may cause teachers to raise their voices, leading to increased teacher stress

and fatigue (Tiesler & Oberdörster, (2008). Cited in informedesign.umn.edu (2009).

The literature above justified the relationship and the behaviour between sound, human

and space and that is what bring acoustic in architecture, which deal with sound, person,

space and material specification in building.

2.5.3 Acoustic design criteria for multimedia classroom

According to. Charles , Salter, (2002), stated that today’s classrooms often include a

variety of audio visual equipment including video projectors, smart boards, monitors,

and even desktop computers for each student. Audio-visual design is important for

meeting rooms, auditoriums, teleconference facilities, theatres, and for multimedia and

electronic classroom spaces. The acoustical requirements for multimedia classroom are

high amplified sound intelligibility and acoustical parameter amount of required

absorption: total room absorption or sound absorption coefficient. Acoustical design

criteria were established for speech presentation as the principal function of the

auditorium. Pre-recorded music tracks also could be included in audio-visual

presentations. Reverberation decay time and continuous ambient sound level should

promote speech intelligibility and the richness of music. Gregory, Coudriet and Babich,

14
(2012), viewed that to optimize the performance of their teleconference system, HP

recommends specific acoustical criteria for conferencing rooms that will house their

system. Specifically, HP recommends a sound transmission class (STC) of 50-55 for

walls surrounding the room, an ambient noise level below 32-34 dB A, and reverberation

time below 0.8 seconds at 1,000 Hz. These criteria were considered in conjunction with

the acoustical design goals.

Based on the deduction from the literature it observed that the following are to be

considered as acoustic design criteria multimedia classroom:

i. Reverberation time.

ii. Indoor ambient noise level

iii. Room geometric/form

2.5.3.1 Reverberation in teaching and study spaces

The prolongation of sound, as a result of successive reflections in an enclosed space,

when the source of the sound has stopped, is called reverberation. Deshpande, Patil,

Gupta (nd)., defined Reverberation as a means of prolonged reflection of sound from

wall floor or roof of a hall. It is nothing but persistence of sound after the source of the

sound has stopped. When the sound is reflected back (some part of the sound is absorbed)

resulting in formation of echoes, but sometimes this reflection of sound does not stop

even the sound is died out. The sound reflected back and forth against the walls,

ceilings and floors for several times This is mainly when sound in closed spaces

successively reflected by the smooth boundaries of the enclosed space. CertainTeed

(2011), viewed that the persistence of sound in an enclosed or partially enclosed space

after the source of the sound has stopped. Daniels R (2015), Opined that the objective is

to provide suitable reverberation times (RTs) for: Clear communication of speech

15
between teacher and student, Clear communication between students, Music teaching

and performance.

Deshpande, Patil, and Gupta (nd). Expressed that the time gap between the initial direct

note & the reflected note up to a minimum audibility level is called as reverberation

time. The intensity of sound as received by the listener as shown gradually. When the

source emits sound, the waves spread out and the listener is aware of the commencement

of sound. When the direct waves reach his ears Subsequently the listener receives

sound energy due to reflected waves also. If the note is continuously sounded, the

intensity of sound at the listeners ear gradually increases. After some time, a

balance is reached between the energy emitted per sound by the source and energy

lost or dissipated by walls or other materials. The Value of reverberation time depends

on the volume and the area of the room. Daniels R (2015). Opined that the reverberation

time in terms of the mid-frequency reverberation time, Tmf which is the arithmetic

average of the reverberation times in the 500 Hz, 1 kHz and 2 kHz octave bands, or the

arithmetic average of the reverberation times in the one-third octave bands from 400 Hz

to 2.5 kHz. (Although these are not mathematically equivalent, in practice the difference

will be small and in the interests of simplicity and ease of measurement, either is

acceptable). Daniels R. (2015), also recommended the reverberation time for teaching

spaces contains the maximum mid-frequency reverberation time requirements. Values

for refurbishment are also the minimum acceptable standards for alternative performance

standards in new buildings. Table 2.1. Below show a detail standard for reverberation

time for both new and refurbishment.

16
Table 2.1: performance standards for reverberation time

Type of room Tmf Seconds

New build Refurbishment
Lecture room
Small (fewer than 50 people) ≤ 0.8 ≤1.0
Large (more than 50 people) ≤1.0 ≤1.0

Ensemble room Recording studio 0.6 - 1.2 0.6 - 1.2

Performance/recital room 1.0 - 1.5 1.0 - 1.5
Control room - for recording ≤ 0.5 ≤ 0.6
Control room - not for recording ≤ 0.5 ≤ 0.6

Audio-visual, video conference rooms 0.8- 1.2 0.8 - 1.5

Meeting room, ≤ 0.8 ≤ 0.8

Interviewing/counseling room, video
conference room
Drama studio, assembly hall, multi-purpose ≤1.0 0.8- 1.2
hall (drama, PE ,audio/visual presentations,
assembly, occasional music)
Atrium, circulation space not intended for ≤1.5 ≤ 2.0
teaching and learning.

Source: Building bulletin 93, Daniels R. (2015).

2.5.3.2 Indoor Ambient Noise Levels (IANL)

Richard Daniels (2015) Expressed that the objective is to provide suitable indoor ambient

noise levels (IANL) for: Clear communication of speech between teacher and student,

Clear communication between students and Learning and study activities

The IANL includes noise contributions from:

a. External sources outside the school premises (including, but not limited to, noise

from road, rail and air traffic, industrial and commercial premises)

b. Building services (e.g. ventilation systems, plant, drainage etc.). If a room is

naturally ventilated, the IANL is calculated and measured with ventilators or

17
 windows open as required to provide ventilation. If a room is mechanically

ventilated or cooled, the plant should be assumed to be running at its normal

operating duty.

c. Actuator and damper noise.

The IANL excludes noise contributions from:

a. Teaching activities within the school premises, including noise from staff,

students and equipment within the building or in the playground (noise

transmitted from adjacent spaces is addressed by the airborne and impact sound

insulation requirements)

b. Equipment used in the space (e.g. machine tools, Cad Cam machines, dust and

fume extract equipment, compressors, computers, projectors, fume cupboards) as

these noise sources are considered as operational noise.

c. Rain noise - however, Building lightweight roofs and roof glazing have to be

designed to provide suitable control of rain noise reverberant sound pressure level

in a space.

The acoustic design criteria’s or performance standard for upper limits for indoor

ambient noise levels in terms of LAeq, 30mins during normal teaching hours. Values for

refurbishment are also the minimum acceptable standards for alternative performance

standards in new buildings. Where a type of room is not listed, the nearest approximation

should be used. Where a room is used for more than one purpose, the most onerous

condition should be used. Table 2.2. Below show the noise activity, noise sensitivity

levels and upper limits for indoor ambient noise level for new and refurbishment.

18
Table 2.2: Performance standards for indoor ambient noise levels – upper limits for the

indoor ambient noise level, LAeq, 30min

Types of Room Room classification for the Upper limit for the indoor
purpose of airborne sound ambient noise level
insulation. LAeq,30mins dB
Activity Noise tolerance New build Refurbishment
noise
(Receiving
(Source room)
room)
Lecture room/ class room Average Medium 35 40
Ensemble room Recording Very high Low 30 35
studio

Control room - for recording High Low 35

Control room - not for 40
recording
Average Medium 45
Atrium, circulation space not
50
intended for teaching and
learning.
Average Medium
Drama studio, assembly hall, High Low 35 40
multi-purpose hall (drama, PE
,audio/visual presentations,
assembly, occasional music)

Meeting room,
Interviewing/counseling Low Medium 40 45
room, video conference room
Corridor, stairwell, Average High 45 55
Source: Building bulletin 93, Daniels R. (2015).

2.5.3.3 Room geometry.

According DIN 18041 (2015), room geometry influences room acoustics. When no

acoustic measures are envisaged, round, elliptical, and certain trapezoid shapes of rooms

are to be avoided. The same is true for concave walls and ceilings. In addition to room

geometry, the properties of the walls and the ceiling influence the direction and control

of sound waves in rooms. The proportions of the length and the width of the room

compared to its height are to be maintained, and overly low ceilings avoided. Mellor and

19
Hedback(2011),both the Square footage and Room Volume are excellent qualifiers of a

performance dedicated listening environment DIN 18041 (2015), optimum room

acoustics are the result of the interaction among room geometry, room size, room

characteristics, and the total background noise level. Long (2006) and Beranek (1996)

cited in Ejehd (2011 ) the most commonly encountered shapes in concert hall in normal

and surrounding configuration are : shoebox or rectangular form , fan form, diamond

form and horseshoe form. Fary .M. (2010), view that the four ‘traditional forms’, in

order of historical appearance: fan shape, arena, baroque theatre and classical rectangular

plan. American National Standard ANSI S12.60-2002 stated almost every room (larger

than a broom closet) has modal resonances. The specific modal complement is based on

physical dimensions and the complexity of the room geometry, that room with very

simple geometry, i.e. a ‘cubed’ rectangle, will always have the fewest number of

resonant, modal frequencies and it is not overly difficult to calculate the room modes of

an empty, rectangular room, having a flat floor and ceiling. It is, however, extremely

difficult to calculate room modes for a room with complex geometry, also added that the

geometry of a rectangular room is simple and obvious. Hopefully, the height, width and

depth dimensions will be different, and be designed around a good set of ratios. Everest

(2001), opined that different types of rooms and room sizes require different

reverberation time for optimum capabilities and size of the room is the dominant acoustic

feature, the ratio of the length to width to height will influence regardless of what you

may put into the room.

Based on the above literature it’s observed that room acoustic design begins with

establishing basic size, shape (geometry) of a given space to achieve a certain room

sound, the criteria are based largely upon the intended function and occupancy of the

room and in this study room form such as rectangular, fan, diamond and horseshoe form

20
will be evaluated using Ecotect acoustic simulation to select the best form for multimedia

class room.

2.6 Acoustic Consideration in the Design of Faculty Multimedia Studies

According to Donnelley (2007). The importance of acoustic design to the usability of a

school building is easy to recognize in some cases; the acoustic design consideration of

the building therefore focuses on maintaining a level of background noise and

reverberant noise control that is sufficiently low to enable effective communication.

Salter (2002) expressed that the design principles for room acoustics in academic spaces

typically focus on the locations and extent of sound absorbing material, to reduce

reverberation and the interference with speech, as well as the shape of rooms to achieve

acceptable acoustic characteristics in meeting and presentation rooms. Donnelley (2007)

also opined that in terms of acoustics, there are two major sources to be considered: the

reverberation of noise from inside the classroom; and the transmission of noise from

outside to inside, and between classrooms. Salter (2002), viewed that multi-purpose

rooms require special room acoustics design since these spaces often must accommodate

speech and musical activities at different times. For speech activities, the reverberation

time should be low enough to allow syllables of parts of speech to be readily understood.

Longer reverberation time is preferred for musical functions; since the musical sounds

need to reverberate properly. Also added that audio-visual design is important for

meeting rooms, auditoriums, teleconference facilities, theaters, and for multimedia and

electronic classroom spaces. Everest (2001). There are images, both recorded and “real-

time”, which are viewed by groups of people along with associated sound systems.

Audio-visual design is concerned with the conditions and requirements for comfortable

viewing, listening, and communicating. Donnelly (2007) stated that acoustic design is an

important part of the whole school environmental design process as it affects the usability

21
of all spaces. Acoustic design is not inherently complex, but complexity is introduced by

the sub-division and specification of the various space uses. More importantly, acoustic

parameters are often expressed as single figure numbers to describe very complex

physical situations (noise is time variant as well as space and frequency variant). This

frequently leads to confusion for non-specialists. Canning at el (2003).Opined that the

vast majority of rooms in schools are designed for speech; a structured approach to the

acoustic design of these rooms would consider the following subjects in the order given:

Indoor ambient noise levels, Room size –floor area, shape and volume and hence

required reverberation time, Amount of acoustic absorption for reverberation time, Type,

location and distribution of that acoustic absorption, Special considerations for

nonstandard rooms (e.g. reflectors and diffuser) and Use of electronic sound

reinforcement systems.

Road and rail are sources of noise which require individual assessment because of their

characteristic, while the design consideration is that schools are to be located at least

100m away from busy road or railways but sometimes is not possible in towns and cities,

however, the use of distance alone is relatively ineffective way to reduce noise. Barrier

can also be formed by other buildings or landscaping using earth bunds, the path

difference, and hence the attenuation will be affected by whether the road or railway is

in a cutting or on an embankment. Figure 2.1 Below showing three method of acoustic

and visual barrier to the building via best method which the earth bund and tree for visual

barrier, the second method which is the better shielding from embankment and the third

method show the no acoustical shielding from landscaping.

22
Figure 2-1: Show Traffic noise barrier design consideration
Source; (Hopkins et al 2003)

Deshpaide, Patil, and Gupta (nd) expressed that in the designing and building from

acoustical point of view the following facts should be considered: Indoor ambient noise

level, room size, reverberation time, requirement of acoustical absorption, room

geometry, reflections, flutters focusing and diffusion and electronic speech

reinforcement.

The plate I.Below give a detail structural approach to acoustic design from feasibility

and sketching stage to the detail design follow by the building control approval stage

which is the final stage before implementation.

23
Plate I: show the structural approach acoustic design consideration at stages
Source; Hopkins (2003)

Everest (2001). Expressed that in selecting of a space the internal factor to be considered

in and within a building, are possible noise and vibration sources within the same

building must be identified and evaluated. Salter (2002). Opined that the design

principles for room acoustics in library spaces typically focus on the locations and extent

of sound absorbing material, to reduce reverberation and the interference with speech, as

well as the shape of rooms to achieve acceptable acoustic characteristics in meeting and

presentation room.

2.6.1 Acoustic design variable for classroom

To achieved appropriate classroom design to optimize hearing and comprehension of

speech: Table 2.3. Below indicate acoustic design variables.

24
Table 2.3: Acoustic Design variables

1 Outside noise sources must be evaluated and projected.

i. Transportation (local/highway, trains, air traffic).

ii. Neighbors (industrial? playground?)
iii. Garbage disposal and deliveries.
iv. Building layout with respect to noise sources (note that a row of screen trees
blocks sight, not sound).

2 Inside Noise Sources and Layout

i. Mechanical system noise (HVAC and plumbing noise control)

ii. Adjacent classrooms (all sides).
iii. Hallways

3 Isolation Design to Meet Background Noise Level Criteria

1 Interior
i. Space planning and layout.
ii. Wall and ceiling/floor design (STC-primary).
iii. Doors and interior windows

2 Exterior

i. Consideration of the current and projected outside noise sources.

ii. Building shell (walls, windows, roof) (STC/OITC, composite
construction).
iii. Entrance doors (composite construction and foot traffic routing).

4 Room Acoustic
i. Design for appropriate reverberation time and speech intelligibility.

OW Acoustic® (2009), expressed that the most important factors which influence the

acoustic quality of an area are:

1. Location of the room within the building

2. Sound insulation of the adjacent construction

25
 3. Sound generation from services

4. Area shape and size (primary structure)

5. Sound absorption characteristic of all surfaces (secondary structure)

6. Furniture and equipment within the room (secondary structure)

7. Dimensions and spatial distribution of sound absorbing and reflective

surfaces

Therefore, based on the literature above this study will consider area , shape and size of

the room, location of the room within the building, sound insulation of adjacent

construction, Sound absorption characteristic of all surfaces , Furniture and equipment

within the room .

2.7 Room Acoustic

According to DIN 18041 (2015). Viewed that optimum room acoustics as a result of the

interaction among room geometry, room size, room characteristics, and the total

background noise level. Taking into account the size of rooms and the distance from

where voice communication or other acoustic signals originate, rooms are divided into:

i. Rooms with auditory communication over medium and greater distances

(conference halls, court rooms, council chambers, banqueting halls, classrooms,

seminar and meeting rooms, university lecture halls, group activity rooms, sports

and swimming halls). Small rooms with a volume of about 250 m³ usually do not

require additional sound systems, whereas these are necessary for medium-sized

and small rooms with volumes of about 250 to 5,000 m³.

ii. Rooms with auditory communication over small distances, such as restaurants,

cellular offices, offices for use by more than one person, open-plan offices,

reading rooms and circulation counters in libraries, lobbies, exhibition halls, and

26
 staircases. Oberdörster and Tiesler (2006). Expressed that room acoustics are

particularly significant with regard to modern teaching. OWAcoustic (nd)

viewed room acoustic as a division of acoustics, concerned with the internal

characteristics of specific areas. Wherever possible the proposed use of the room

should be taken into account at the design stage. If the primary use requires good

speech intelligibility, the interior design of the room will be different from that

of a room whose primary use is music practice or recital. Where a room is to be

used for both purposes a degree of compromise is required. The most important

factors which influence the acoustic quality of an area: Location of the room

within the building, sound insulation of the adjacent construction, sound

generation from services, area shape and size (primary structure), sound

absorption characteristic of all surfaces (secondary structure), furniture and

equipment within the room (secondary structure) and dimensions and spatial

distribution of sound absorbing and reflective surfaces.

Acoustical Society of America (2002) Expressed that Good acoustical qualities are

essential in classrooms and other learning spaces in which speech communication is an

important part of the learning process and the excessive background noise or

reverberation in such spaces interferes with speech communication and thus presents an

acoustical barrier to learning. With good classroom acoustics, learning is easier, deeper,

more sustained, and less fatiguing. Education Fund Agency America (2012) each room

or space in a school building shall be designed and constructed in such a way that it has

the acoustic conditions and the insulation against disturbance by noise appropriate to its

intended use. Acoustic performance standards table below specifies upper limits for

indoor ambient noise levels in terms of L eq, 30mins during normal teaching hours. The

values not in brackets apply to new buildings and to new extensions to existing buildings.

27
The values in square brackets apply to conversions and refurbishments of existing

buildings, and are also the upper limits for .APS where a type of room is not listed; the

nearest approximation should be used. Where a room is used for more than one purpose,

the most onerous condition should be used. While Everest (2001) opinioned that any

function requiring an open microphone demands reasonably good general acoustics.

2.7.1 Room for speeches

According to Hopkins, Hall, James, Orlowski, Wise, and Canning (2003) the design of

room for speech is a critical aspect of the acoustic design of a school, room most be

design to facilitate clear communication of speech between teachers and the students and

students and between students. The vast majority of rooms in school are designed for

speech. A structured approach to the acoustic design of these rooms would consider the

following subjecting the order given: Indoor ambient noise level , room size – floor area,

shape and volume, hence required reverberation time , amount of acoustic absorption

required for reverberation time , type, location, and distribution of that acoustic

absorption , special considerations for nonstandard room (e.g. reflection and diffuser.

and use of electronic sound reinforcement system. The figure 2.2 describes the level of

the voice or sound in 1m distance indicating normal voice at 60dB, raised voice at 70dB

and 80dB at shout.

28
Figure 2-2: Show the level of voice in 1m distance

Source: Hopkins (2003).

2.7.2 Room for music

The world of music recording has greatly benefitted from the recent improvements in

in expensive high quality technology. “Over the past decade, technological changes for

recording music in a digital, instead of analog, format, along with digital distribution on

the Internet, Williams, et al., (2015). Everest (2001) expressed that musical sounds are

extremely variable in their complexity and can range from a near sine-wave form of a

single instrument or voice to the highly complex mixed sound of a symphony orchestra.

A second component of indirect sound results from room resonances, which in turn are

the result of reflected sound. The third component of indirect sound is involved with the

materials of construction doors, windows, walls, and floors. These too are set into

vibration by sound from the source, and they too decay at their own particular rate when

excitation is removed. Hopkins, at el .(2003).Opined that the Music rooms require special

attention in the acoustic design of a school, it is important to establish the user’s

expectations of the acoustic performance of the spaces. Furthermore musical activities

29
range from playing, listening and composing in group rooms to orchestral performance

in school halls and a music room can be anything from a small practice room to a large

room for rehearsing and performing music, the main problems are noise transfer between

spaces, un suitable reverberation time, flutter echoes, standing waves and high noise

levels.

The requirements for indoor ambient noise level in music rooms are set out in the table

2.2 above which explain control of noise from mechanical ventilation, it is important to

select quiet fans or air handling unit which are connected to appropriately sized silencer

( attenuator). Salter (2002) , Expressed that multi-purpose rooms require special room

acoustics design since these spaces often must accommodate speech and musical

activities at different times while longer reverberation time is preferred for musical

functions, since the musical sounds need to reverberate properly. A room having

reverberation time of more than 1.5 seconds may be acceptable for music listening but

would probably create interference with speech intelligibility.

2.8 Concept of Multimedia

According to a dictionary of media and communication (second ed.) current version

(2016) is a digital technologies combining various media: for example, video with audio

and text options. A Dictionary of journalism (2014) Multimedia the combination of two

or more forms of media, whether in terms of ownership or convergence of platforms,

Encyclopedia of Aesthetic (second edition 2014) Multimedia become an umbrella term

for applying computer power to integrate a wide range of material for interactive use. A

Dictionary of Education (Second ed. 2015). The uses of range of teaching resources,

particularly information communication technology, to reinforce or support leaning. This

might include such resources as data projectors, interactive computer programmers,

30
interactive whiteboards, and electronic simulations. SEG (2008) Multimedia offers

exciting possibilities for meeting the needs of 21Century learners. Multimedia learning

as the delivery of instructional content using multiple modes that include visual and

auditory information and this is equaltor the work of the brain that processes information

using two channels-visual and auditory.

Li and Drew (2003) pointed out that Multimedia involves multiples modalities of texts,

audio, image, drawing, animation, and video. Multimedia is a Computer-based

techniques of text, images, audio, video, graphics, animation, and any other medium

where every type of information digitally. Li and Drew (2004) expressed that multimedia

consists of applications that use multiple modalities to their advantage, including text,

images, drawings (graphics), animation, video, sound (Including speech), and, most

likely, interactivity of some kind and basic three communication media or services are

Voice, Video and Data

Harris (2003) the relationship between music, image and architecture through space, time

and movement has become a very significant theme in contemporary thought. This can

be seen to stretch back to the Futurist manifesto and the emergence of film and the

moving image at the beginning of the twentieth century. Multimedia is one of the most

fascinating and fastest growing areas in the field of information technology. The

capability of computers to handle different types of media makes them suitable for a wide

range of applications.

As it has been established that entertainment and education are the fields where

multimedia has its dominance, and for this reason there is need for a faculty in a

university that teaches and trained various fields of multimedia.

31
2.8.1 Component of multimedia
According to F. Suarez and Woud Huysen (2010) Expresses that components other than

text have been considered enhancements, including multimedia (sound, images, film/

video/ animated graphics). Li and Drew. (2004) the multiple modalities of text, audio,

images, drawings, animation, and video in multimedia. There are five components of

multimedia are: Text, Sound, Images, Animation and Video Vaughan, (2008). Figure 2.3

showing different component of multimedia, via text, video, animation, graphic and

audio.

Figure 2-3: Multimedia component

Source: Vaughan, (2008).

Therefore those are the component of multimedia considered in the literature reviewed

and will be used in this research.

2.8.1.1 Text
Text or written language is the most common way of communicating information. It is

one of the basic components of multimedia. Sue Smith (nd) text content is by far the

most common media type in computing applications. Most multimedia systems use a

combination of text and other media to deliver functionally. Text in multimedia systems

can express specific information, or it can act as reinforcement for information contained

32
in other media items. According to multimedia concept (2001) Text is perhaps the easiest

of all multimedia elements to manipulate. Word processing programs, such as Microsoft

Word and Corel WordPerfect, are useful in generating text for text-intensive multimedia

titles. Once text is created in a word processing program, it can easily be copied to a

multimedia title.

2.8.1.2 Audio/ sound

According to Bin Abd Karim (nd) Audio is sound within the acoustic range available to

humans. Li and Drew (2004) Sound is a wave phenomenon like light, but it is

macroscopic and involves molecules of air being compressed and expanded under the

action of some physical device. For example, a speaker in an audio system vibrates back

and forth and produces a longitudinal pressure wave that we perceive as sound. Without

air there is no sound - for example, in space. Since sound is a pressure wave, it takes on

continuous values, as opposed to digitized ones with a finite range. Even though such

pressure waves are longitudinal, they still have ordinary wave properties and behaviors,

such as reflection (bouncing), refraction (change of angle when entering a medium with

a different density), and diffraction (bending around an obstacle). This makes the design

of "surround sound" possible. De Silva (nd) expressed that until recently, audio

production has been of little importance in the design of multimedia teaching products

and packages. Therefore the element where the highest expectations from multimedia

packages will lie, whether commercial or educational, will be audio. Audio is no longer

an element that is foreign to the production, but rather the factor responsible for breaking

the monotony and for making the product more attractive and interactive unquestionably

in today’s society, known as “the multimedia or the information society”, multimedia

products that lack an elaborate audio interface will not be acceptable. Multimedia

33
products will have to provide users, as well as graphic interactivity, an elaborate

soundtrack, sound effects to enhance graphics, images, text, narrations, voiceovers etc.

Consequently, the power of communication and interactivity via the audio interface will

bring us an even closer relationship with the computer. So sound is unquestionably as

important as graphics, and neglecting or failing to plan for this is as unpardonable as

neglecting or improvising visual elements.

In other words, products and media developed for teaching, with the aim of strengthening

the teaching-learning process, should place an even higher emphasis on audio

production. So we see that, audio being an essential element for transmitting information

and making the most of multimedia systems, as well as generating the need for an

audiovisual identity, the time to identify a musical idea for the soundtrack and the

interactivity via audio is in the design phase, In order to produce a good soundtrack, the

production team will have to take into account the relationship between images and

sounds, and how the sound can reinforce graphic events and provide interactivity with

the user via audio.

Therefore since sound is moving in air and an enclosed space have the properties of

reflection refraction, and diffraction, it become necessary possible to architecturally

design the surrounding to give it acoustical comfort.

2.8.1.3 Graphic
According to Multimedia Concept (2001) Visualization can be an important part of the

communications process, and graphical images can be used to add emphasis, direct

attention, illustrate concepts, and provide a background for the content. Just as graphical

images are important in our day-to-day encounters with computers, graphics such as

illustrations and photographs are integral to multimedia titles. A digital representation of

34
non-text information, such as a drawing, chart, or photograph. Graphics programs are the

tools that allow an artist to create and edit all graphic elements used in multimedia titles.

Graphics is the most commonly used element of multimedia. The richness of multimedia

and the effective communication are through graphic presentations. The attributes of

color, texture, pattern and animation enrich a multimedia presentation. The graphic can

be used to: highlight information, set a mood or tone, provide examples, and serve as

background. Two types of graphics are used in multimedia titles: draw-type and bitmap

or known as vector graphic are arcs and lines and raster graphics are made of dots.

2.8.1.4 Animation
Smith S (nd) to animate' literally means to give life to, Animating is moving something

that cannot move on its own. Animation adds to graphics the dimensions of time, which

tremendously increase the potential of transmitting the desired information. Animation

is the simulation of the movement of figure objects, which is created by displaying a

series of pictorial frames sequentially. Animation can serve motivational and attention

getting functions, but no extra learning effects can be attributed to the use of animation.

Hannafin & Rieber (1989) cited in Smith (nd). Animation is use, however, both for the

explanation of dynamic processes and for heightening the impact of presentation.

Animation is the rapid display of a sequence of images of 2-D artwork or model positions

in order to create an illusion of movement. It is an optical illusion of motion due to the

phenomenon of persistence of vision, and can be created and demonstrated in a number

of ways .Animation adds visual impact to your multimedia project. Manu multimedia

application for both Macintosh and Windows provide animation tools but you should

first understand the principles of how the eye interprets the changes it sees as motion

35
2.8.1.5 Video
According to Karim (nd) defined term video ("video" meaning "I see", from the Latin

verb videre commonly refers to several storage formats for moving pictures: digital video

formats, including Blu-ray Disc, DVD, QuickTime, and MPEG-4; and analog

videotapes, including VHS and Betamax. Video can be recorded and transmitted in

various physical media: The term video refers to the sequence of natural scenes captured

using analog or digital video capturing device, this device can be a web camera or even

mobile phone. Smith (nd) Expressed that the digital video appears in multimedia

applications, particularly on the web. As with audio, websites can stream digital video to

increase the speed and availability of play back. Digital video refers to the capturing,

manipulation, and storage of moving images that can be displaced on computer screens.

Video in multimedia is an extremely useful communication tool for presentations. It

illustrates ideas and concepts besides capturing real world events. Video files occupy

enormous space and so there are two choices to recommend:

1) Use very short video clips (not exceeding a minute or two)

2) Use highly compressed video files like MPEG. AVI files that can be transformed

to MPEG files.

According to Everest (2001) post recording; digital sampling; midi; editing; sound

effects; (foley) dialog replacement; voice over; sound processing; digital/analog

recording; synthesizers; composing; video production; equipment testing/evaluation. A

separate room for each function? Hardly practical. One room for all these functions?

Possible, with some compromises, Therefore, Noise must be considered especially quiet

conditions are required if digital recording standards are to be met. Noise from the outside

as well as from within the room must be considered. The noise from many pieces of

production equipment (fans, etc.) must be considered too.

36
 2.9 Faculty of Multimedia

The term "faculty” denotes a group of departments dealing with a specific subject area

of specialization in a university or college (Distionary.com). Encyclopedia of Middle

Ages (2005). The word ‘faculty” (facultas) took on the meaning it still has today via; the

administrative subdivision of a university organizing the teaching of a discipline. The

number department in faculty was not fixed: some universities, especially those recently

founded, had only two or three. A Dictionary of Education (Second ed. 2015) A

subdivision of a university or college according to subject or field. The term refers to

both to the academics-the teaching and research staff-working within that subdivision,

and to the organizational subdivision itself. Thus, it may be used either as a collective

noun, or to indicate a part of the institution’s organizational structure, usually managed

by head-or dean-of faculty. According to www.utb.cz. The faculty of multimedia

communications at Tomas Bata University consist of faculty bodies, academic officials,

faculty wide offices and Departments. Faculty Bodies includes: Dean, vice deans, faculty

registrar, academic senate, scientific and Artistic board, Disciplinary Board. And the

department at faculty of multimedia Tomas Beta University Zlin are in field of

communication and advertising, visual and audiovisual arts, film and animation, graphic

or industrial design, footwear and fashion designed departments. https://smc.temple.edu.

The faculty offer both undergraduates and post graduates programs, at undergraduate

level its offer Bachelor of Art programs such as; Advertising ,Communication Studies,

Journalism, Strategic Communication, Media Studies and Production.

Base on the above review of literature and N U C bench mark that the faculty may at

least start with two to three department. Therefore, the proposed faculty of Multimedia

Ahmadu Bello University Zaria encapsulates the following departments:

37
 i. Media Studies and Production

ii. Audiovisual

iii. Journalism.

In line with the deduction above, the figure 2.4 below show the Structure of proposed

faculty of multimedia studies.

Figure 2-4: show the departmental structure of the proposed faculty of multimedia studies.

Source: Researcher’s work. (2016).

Multimedia like other professional courses of study has branches of specialization and

has not been studied in any university in Nigeria or any sub-Sahara African state,

Presently, there been clamour or perceived need for school or faculty of multimedia to

bridge the gap in knowledge and with the increased demand of professional in media and

film industry that will improve on other aspects of media production knowledge and the

proposed Faculty of Multimedia studies will encompass departments of specialization in

multimedia studies as stated earlier above.

2.10 Effect of Sound on Tropical Climate

Acccording to Oluwafikem , Akinsheye and Obukeni (2007), expressed that weather has

a fundamental influence of the sound propagation outdoors and the important factors,

38
which affect the propagation of sound: geometric spreading, atmospheric effects, and

surface effects.

Schaik, Grooten, Wernaart and Geld(2010) the speed of sound in air depends on the

composition and condition of the air [2]. The most important parameters that determine

the speed of sound in air are: temperature, relative humidity, CO2 concentration and to a

lesser extent absolute pressure. Oluwafikem at el (2007),expressed that all media have

three properties, which affect the behaviour of sound propagation:

a. A relationship between density and pressure: this relationship, affected by

temperature, determines the speed of sound within the medium.

b. The motion of the medium itself: e.g. winds, Independent of the motion of sound

through the medium, if the medium is moving, the sound is further transported.

c. The viscosity of the medium: this determines the rate at which sound is

attenuated. For many media, such as air or water, attenuation due to viscosity is

negligible

2.10.1 Relative humidity and temperature

Schaik, Grooten, Wernaart and Geld(2010) Relative humidity is an important parameter

that determines product quality and process economics in many industrial processes,

relative humidity is very dependent on temperature and the accuracy of the relative

humidity measurement is dominated by the accuracy of the independent temperature

measurement. Chrisler and Miller(1932).More recent work shows that both temperature

and humidity are important factors. The total absorption of a room appears to depend

upon the amount of water vapor present and upon the temperature and unless these

factors are kept constant.

Oluwafikem at el (2007), opined that the amount of absorption depends on the

temperature and humidity of the atmosphere, the figures 2.5 blow show the variation of

39
the absorption with temperature and relative humidity. From the diagrams, it can be seen

that for the middle of the speech frequency range (2 kHz), the absorption is typically

.25dB/100 m for 30% relative humidity and 20°C (68°F). It should be noted, however, it

could be as high as 5dB/100 m at 8 kHz when the temperature is 20°C and the humidity

is 10%.

Figures2.5

blow show the variation of the absorption with temperature and relative humidity.

Figure 2-5: variation of the absorption with temperature and relative humidity.
Source: Oluwafikem at el (2007).

Higher temperatures produce higher speeds of sound. Since the temperature of the

atmosphere is not uniform, there are local variations in the sound speed and under

conditions of a temperature inversion (temperature increasing with increasing height),

the sound waves will be refracted downwards, and therefore may be heard over larger

distances.

Chrisler and Miller(1932).states that when the humidity is high, distant sounds can be

heard with abnormal loudness, while under very low humidity these same sounds may

become completely inaudible. Bohn (1998), viewed that temperature and humidity

dependence of the speed of sound and to a certain degree everything absorbs sound,

40
especially air, wet air absorbs sound better than dry air. Oluwafikem at el (2007).speed

of sound increases with increasing temperature.

The study of the physical properties and the movement of the sound waves in different

media is one of the vital in determination acoustic properties of varying building

materials, finishes and components which will in turn affect the design of the building

be acoustically sound and efficient. Zaria has a tropical climate, meaning it is typically

hot and humid throughout the year. There are minor seasonal and local variations, but

the overriding need is to avoid unwanted noise and maximize possibilities for air

movement and attention were to given on the character of the acoustic atmosphere

2.10.2 Wind and temperature gradients

When a wind is blowing, there will always be a wind gradient. This is due to the layer of

air next to the ground being stationary. A wind gradient result in sound waves

propagating upwind being 'bent' upwards and those propagating downwind is 'bent'

downwards, the spreading of sound energy as a result of the expansion of the wave fronts

and geometric spreading is independent of frequency and has a major effect in almost all

sound propagation situations.

Oluwafikem at el (2007).sound is transmitted by pressure variations from its source to

the surroundings, the sound level decreases, as it gets further and further away from its

source. While absorption by air is one of the factors attributing to the weakening of a

sound during transmission, distance plays a more important role in noise reduction during

transmission.

Brüel and Kjær (2001) .Opined that temperature gradients create effects similar to those

of wind gradients, except that they are uniform in all directions from the source. On a

sunny day with no wind, temperature decreases with altitude, giving a “shadow” effect

for sound.

41
Brüel and Kjær (2001) .expressed that wind speed increases with altitude of sound, which

will bend the path of sound to “focus” it on the downwind side and make a “shadow” on

the upwind side of the source. Downwind, the level may increase by a few dB, depending

on wind speed. But measuring upwind or side-wind, the level can drop by over 20 dB,

depending on wind speed and distance; two prevalent winds are common in Zaria like

any other place within the tropical climate, the North-east trade wind and the South-west

maritime wind.

2.11 Conclusion

In conclusion, acoustics is a science which deals with the sound, it also a science which

deals with the planning, design and construction of building to achieve the proper

acoustical conditions within the building and surrounding of the building. This

research tend to use psychoacoustic approach which outline the relationship of sound ,

human occupant and the space with regard to acoustic in building and that is architectural

acoustic. Reverberation time and Indoor ambient noise level and room geometry as

acoustic design criteria’s and will consider area such as shape and size of the room,

location of the room within the building, sound insulation of adjacent construction, sound

absorption characteristic of all surfaces , Furniture and equipment within the room. Table

2.4 . Describe the summary of the acoustic design criteria and variables used in this

research

42
Table 2.4: Acoustic design criteria and variables used in this research
Acoustic Design Criterias Variables

Reverberation time decay Location of the room within the building

Sound insulation of the adjacent construction

Indoor Ambient Noise Level Sound generation from services

Area shape and size (primary structure)

Room Geometry. Sound absorption characteristic of all surfaces

(secondary structure)

Furniture and equipment within the room (secondary

structure)

Dimensions and spatial distribution of sound

absorbing and reflective surfaces

43
 3.0 RESEARCH METHODOLOGY

3.1 Introduction

According to Issa (2004) the purpose of research methodology is to provide a detailed

explanation on the procedures to be used in carrying out the research; that is, the master

plan, to be followed in the conduct of the study, and it usually takes the form of the

following outline: Introduction; Research Design, Review of Research Methodology,

Adopting the Adopted Methodlogy, Case Study, Population of the Study; Sample and

Sampling Techniques/Methods; Instruments for Data Collection; Procedure for

Administration of Instruments; Data Analysis Procedure.”

Architectural research is both a professional and scholarly activity, which

constitutes systematic inquiry as a means of answering questions related to the

creation of the built environment. It provides an overview of theories and method

that seek to clarify the relationship between people and places and a range of

techniques on gathering, assessing, interpreting, and comparatively evaluating

relevant information for such an inquiry. These techniques include, among others

historical, archival, ethnographical, experimental, simulation, survey, mapping,

statistical, and qualitative analysis methods. ( Silva and Lawless (2012) cited in Shitu

(2014).

3.2 Research Design

According to Issa (2004), there are several Research methods used by researchers in the

conduct of research, and there is on the other hand rule regarding the kind of research

method to be adopted in any given research situation. Instead, the choice of a particular

research method is strictly a function of the nature of the problem being investigated. In

other words, the appropriateness of a given research method is determined mainly by the

44
kind of investigation being conducted, this, in turn, determines the kind of data that will

be generated in the course of the research

This research that is aimed at optimizing acoustic design criteria, it implies that the

research focuses on collection of extensive data which fortified the relationship between

the people, the activity and multimedia class room which the research method to go about

it is case study research method. And lastly experimental/ simulation research for

validation of research tool and assessing the acoustic design criteria in both the case

studies.

3.3 Population of Study

In line with the reviewed of relevant literature and the nature of the study, the populations

of this study are institution of higher learning with relation to media and multimedia

production in northern Nigeria.

3.4 Sample and Sampling Techniques

In this research the selection criteria’s will be based on the nature of the case study

whether it is institution of higher learning and has relation to media and multimedia

production. Second cases are selected because they can provide information regarding

the research problem. Therefore, for this research, purposive sampling shall be the best

means of selecting case studies. Finally, three case studies are selected due to the context

and the nature of the cases:

3.5 Data Collection

Data collection can be described as a research activity involving the process of gathering

relevant information with reference to the stated variables and design. There are basically

two categories of data collection used in research, these are:

45
3.5.1 Sources of data collection
The sources of data collection of research were as follows:

(a) Primary sources and

(b) Secondary source which are further explained

The primary sources of data to be use in this research are:

i. Direct observations ( Visual survey )

ii. Key informant interview

iii. plates and photograph

iv. Design (Line Drawing ).

The secondary sources of data to be use in this research are:

i. Journals

ii. Books

iii. Web documents

iv. Computer simulation

3.5.2 Instrument of data collection

Case studies will be evaluated based on the visual outlook of the buildings. Even though

visual perception is a subjective feeling, OW Acoustic® (2009),expressed that the most

important factors which influence the acoustic quality of an area are :

i. Types of building.

ii. Location of the site in relation to the noise source(s).

iii. Reduction of noise at source

iv. Positioning of buildings on site.

v. Orientation of buildings on site

vi. .Provision of barriers.

vii. planning the interior layout of the building

46
Therefore, those are the checklist and the basis of assessments, in carrying out the case

study in this research work.

3.5.3 Procedure for data collection

The Collection Data will be based on the relevant information relating to the study that

will be gathered from the field survey and only those data that are specific to the study

will be evaluated using simulation. Methods involved in collecting primary data are as

follows: Determine the typology of the building, the size and shape of the class room

case studies as built, with properties of material surface for floor, wall and ceiling,

building position and orientation on site, and interior lay out.

3.5.4 Data analysis

The data collected are to be analysed on the basis of preparation of measured drawings

of the case studies as built, with properties of material surfaces, and carry out simulation

analysis using Autodesk Ecotect.

3.6 Computer Simulation

3.6.1 Description of simulation

Autodesk Ecotect Simulation analysis will be conducted to determine the following

factors mentioned below;

i. Acoustic response

a. Indoor ambient noise level

ii. Reverberation time

iii.Room geometry/ form

The purposes of carrying out these stages of Autodesk Ecotech Acoustic analysis is not

only to come to the proper conclusions but provide empirical evidence that the researched

carried out was correct and also pave ways to arrive at building enclosed spaces that are

47
acoustically enhanced in achieving comfortable indoors for users. The following stages

are involved:

a. Preparation of measured drawing of case studies (space) as built and exporting

the save as gbxML file

b. Import the save gbxML file of save project as model room in to ECOTECT

analysis

c. Determine the orientation of the model as built, together with annual weather file

of the case studies location.

d. Preparation of the imported project, with properties of material surfaces for wall,
floor, ceiling, doors and windows as built.
e. Indicate the sound source and the activity or occupancy profile for the space and

its percentage.

f. Determine the criteria for optimum acoustic performance standard matric of

building bulletin 93 BB 93, for each space as per its function.

g. Comparison of result, analysis and inference

48
 4.0 FINDING AND DISCUSSION

4.1 Introduction

This chapter presents an explicit account on how data are collected and analyzed. The

detailed analysis of the results obtained from the simulation carried out using ECOTECT

Acoustic analysis. It first illustrates the data as obtained from reliable standards in

literature and case studies carried out. These data were used as input information

regarding acoustic designed criteria. It further explains extensively, with statistical line

charts and tables the acoustic performance of selected spaces of these case studies. Data

from the case study are of two types are:

i. Design consideration.

ii. Acoustic Consideration.

4.2 Case Study One: Federal College of Education Kano

4.2.1 Brief information

Building name: Multimedia Teaching Class room.

Building typology: Institutional.

Location : The Main Campus of the Federal College of Education Kano

No.1 Kabuga / Gwarzo Road along Panshekara Road.

Architect : Techno-Arch Associates, plot 2122 Alfayum Street Wuse Zone

3, Abuja.

Year : 2013.

Sponsored : National commission for colleges of education.

49
 4.2.2 Finding from visual survey.
A . Location of the Site in Relation to the Noise Source

The major feature in relation to the area are the institution library, and uncompleted

building of early childhood care education learning, but the building has in relation to

the noise source car parks very close to it. Plate II show a Google earth image locating

building in the campus and Plate III show the location of building in relation to car

parks as the source of noise.

Building
under
investigation

Early childhood care education learning

building. Institution
Plate II: the Google image showing location of the building in thelibrary
college.
Source: Researcher field work (2017).

Plate III: show location of the building in relation to the source of noise

Source: Researcher field work (2017).

B. Reduction of Noise at Source.

50
Building under investigation has no designated method to reduce noise at source as it

directly exposed to external environment which directly affect the internal environment

and making the users uncomfortable. .

C. Position of Building on Site.

The multimedia micro teaching class room is a facility under educational unit of the

federal college of education Kano, is situated at the main campus toward the north

western part of the college in front of library and facing an uncompleted building of early

childhood care education learning centre that is to the north. The site allocated for the

project is approximately 3884.4m2 while the building covered an area of =475.3m2/

D. Provision of Barriers

The two buildings that is library and early childhood care education learning centre can

saver as a barrier to building against noise coming from their direction, and also 230mm

sandcrete block with plaster can also saver as barrier against noise ingress from external

sources and noise transfer between spaces.

E. Orientation of Building on Site.

Building under investigation has good orientation with the long side facing the north and

short part at east direction this allow for proper ventilation and free air movement,

although penetration are open along both side apart from east which is occupied with the

ramp.

F. Planning the interior layout of the building

.No consideration were made in term of zoning and planning of the internal space in
respect to noise , the building under investigation is a one storey building with the same
functional units and the layout show that both the classes are at the frontage which
prompt them to the traffic noise due to car parks close to building. Plate IV show both
the ground plan and the internal arrangement of the building.

51
Plate IV: Showing the ground floor plan of the complex.
Source: Researcher field work (2017).

The plate V below show the upper floor plan of multimedia micro teaching class room

indicating the internal arrangement of classes and offices.

Plate V: Showing the upper floor plan of multimedia micro teaching class room complex
Source: Researcher field work (2017).

The complex has both large and medium classes with approximate high of 3000mm, the

Plate VI show the internal arrangement of tables and gadget in the micro teaching

classroom

52
Plate VI: Showing the internal arrangement of the classroom
Source: Researcher field work (2017).

The classroom also has smart electronic board and speakers both fix to the wall and

standing one on the floor as shown in Plate VII the gadget in the classroom

Plate VII: Show the audiovisual gadget in the micro teaching classroom F.C.E Kano.
Source: Researcher field work (2017).

53
 4.3 Case Study Two: National Film Institute, Jos.

4.3.1 Brief information

Building name : National film institute

Building typology : Institution.

Location : No. 7 Alhaji Gbadamosi close (behind Diamond Bank) in an area

called British American Jos, Plateau state.

Architect : NIL

Year : 1995.

4.3.2 Finding from visual survey

A. Location of the Site in Relation to the Noise Source

The two major landmark as a source of noise in relation to the institution are the mechanic

garage bounded from the east and to the west by the trail track which both are agent of

noise generation. The Google earth image showing the location of the institution in plate

VIII and plate IX the Google earth image show the location in relation to the noise agent

Plate VIII: Illustration Google Earth Image showing location of the National Film
Institute, Jos

Source: Google Image (2016)

54
Rail Track

Mechanic
Garage

Plate IX: The Google image showing location of major source of noise in relation to the
institute in Jos.
Source: Google image, (2016).
B. Reduction of Noise at the Source.

The N F I complex is exposed to noise with only fencing walls as mean of reduction of

noise to the building or the walls of various units that housing the internal space.

C. Position of Building on Site

The N F I complex is design following the terrain of the place, with each unit of the

building standing on its own large portion of hard landscaping element can be seen with

small soft element attached to building but no single tree can be found within the

complex. The Plate X below show the site planning of N F I complex.

Lib Photo
Sound Stage comp lab

Theatre Classes

Area
Admin bloc

Plate X: showing the spatial allocation of space and planning of the institute.
Source: N F I

55
D. Provision of Barriers

Building under investigation has no single design consideration or element to saver as an

external barrier apart from the 230mm block wall fencing that will be consider as barrier

to the complex and for internal consideration example at sound dubbing studio foam and

rug carpet both added to wall and floor internally for acoustic absorption of sound. Plate

XI below show the detail internal finishes as barrier used in sound dubbing studio at NFI

Plate XI: Internal finishes for floor and wall used internally at sound dubbing studio.
Source: Researcher’s field work (2016)

E. Orientation of Building on Site.

Building under investigation has poor orientation with the long side facing the east and

short part at north direction. Plate XII be showing the orientation of the NFI complex.

56
 N

Plate XII: show orientation of the complex

Source: Google earth image (2016).

F. Planning the Interior Layout of the Building.

The institute complex consist of individual block separating unit that are noisy with the

quiet one . The Plate XIII below show the internal arrangement of the ground plan of

sound stage complex, which include sound stage studio , recording room, sound dubbing

studio control room, and offices.

Plate XIII: Show ground plan of the sound stage studio.

Source: N F I

57
Below is Plate XIV is the upper floor plan of the sound stage complex which show the

double volume of the sound stage studio and other offices

Plate XIV: show the upper floor plan of the sound stage studio
Source: N F I

4.4 Case Study Three: Nigerian Television College, Jos

4.4.1 Brief information

Building name : Nigerian Television Authority College

Building type : Institution.

Location : Ray Field along Deputy Governor’s Office Jos.

Architect : NIL

Year : 1980.

4.4.2 Finding from the visual survey

A. Location of the Site in Relation to the Noise Source

The Nigerian television college Jos is bounded from the west by the busy road and to the

south by the major road traffic which are both agent of noise generation and required

acoustic intervention. The Google earth image is plate XV describes in relationship of college

to the sources of noise.

58
Plate XV: The Google earth image showing the location of the Nigerian Television
College in Jos and sources of noise in relation to the site
Source: Google earth image (2016).

B. Reduction of Noise at the Source.

The institution has only wall fencing the college to saver as the method to recognize as a

mean of noise reduction, also wall to the buildings are likely to prevent external noise

from going in to the building.

C. Position of Building on Site

The college buildings are design individually around the premises this can be seen in

Plate XVI the Google image below showing the location of units in the college.

Hostel

F M Station
TV Prod. Virtual studio,
record room and
makeup
Admin Block

Classes
Studio and
Lib Staff Accommodation

Plate. XVI: Google image showing location of individual building at the college.
Source: Google earth image, (2016).

59
D. Provision of Barriers

Only fencing walls and wall to the buildings will saver as barrier to the buildings but in

virtual studio cellotex soft porous material applied to act as cladding internally, rug carpet

were laid on terrazzo floor finished aids acoustic control. Plate XVII and XVIII describes

the internal finishes at virtual studio for both, wall, floor and ceiling.

Plate XVII: show the wall and ceiling finished in virtual studio.
Source: Researcher field work (2016).

Plate .XVIII: show the floor finishes of virtual studio

Source: Researcher field work (2016).

60
E. Orientation of Building on Site.

The college buildings are design with some buildings having good orientation and other

not aliened to the longer side facing north and south.

F. Planning the Interior Layout of the Building

The college consist of individual block separating unit that are noisy with the quiet one.

Based on the above evaluation of field visual survey table 4.1 show the result of the three

case studies using variable applied.

61
Table 4.1: Summary of results of the three case studies.
s/n variables Features Remarks Remarks Remarks
under case case study 2 case study 3
consideration study 1 N F I Jos N T A
FCE College
Kano

1 Types of Institution of higher very very good very good

building. learning relevant to Media good
and media production.

A noise survey shall be poor poor

Location of the conducted to identify fair
2 site in relation to source, type, intensity,
the noise potential noise sources,
source(s). and measure or estimate
noise levels.

To reduce the source of fair

3 fair
noise, on the lee of a poor
Reduction of hillside ,vegetation (
noise at source. trees) and wall fencing

very good
Good planning and poor
4 zoning of the building fair
Positioning of site locating buildings a
buildings on site. suitable distance apart

5 Buildings should be
fair
arranged so that as many poor
Orientation of units as possible are good
buildings on site. shielded from highway
traffic noise or other
sources of noise.

Barriers can also be

6 formed by other buildings Good
Good
Provision of or by landscaping using Fair
barriers. earth bunds

it is good practice to good

7 Fair
locate noise producing
good
areas such as stair hall,
Re-planning the
equipment and utility
interior layout of
rooms at one end of the
the building
building far removed
from quiet side,
Source : Researcher’s field work (2017).

62
 4.5 Acoustic Performance Validation Study.

(Oloafe, 2010 ) cited in Salisu (2016) opined that for any study to be acceptable as

scientific or empirical, the research instruments must exhibit an appreciable measure of

validity and reliability.

For the purpose of testing the research tool, a study was conducted in the multimedia

teaching class room or (lab) of federal college of education Kano, National film institute

Jos, and Nigerian television college Jos, Plateau state. To test the predictive accuracy of

Acoustic Performance, physical measurement of room geometric, location , construction

materials and finishes, possible source of noise were taken to in to consideration and

also simulation were undertaken based on procedure for the assessment of acoustic

performance standard. Daniels. R (2015). (Building Bulletin 93) Stated that all spaces

should meet the performance standards for indoor ambient noise level. airborne and

impact sound insulation and reverberation time. Therefore, the measurement for this

research work are categorized in to two :

i. Simulation of acoustic response of the existing room ( ambient noise and

geometry )

ii. Simulation of estimate reverberation time.

iii. Correlation between the data gotten from the simulation result and the acoustic

performance standard outline in the Building Bulletin 93 above.

4.5.1 Descriptive of documentation studies.

In other to achieve accurate validation results of the cases, the materials properties of

cases as built, display frequency from 125Hz to16 KHz, time of 0.8s, sound pressure

level of 60dB are kept constant using ECOTECT acoustic analysis. Below are the

simulation result and analysis of cases.

63
4.5.1.1 Simulation result of case study one (F C E Kano)

The result show in table 4.2 for the large classroom 0.70s for reverberation, indoor

ambient noise level of 25 dB and impact sound pressure level of 30dB, while the medium

classroom has a reverberation time of 0.60s, 30dB of indoor ambient noise level and

42dB of impact sound pressure level respectively.

Table 4.2: Simulated result of teaching spaces at F. C E. Kano

Type of Activity Noise Upper limit of Reverber

Space Noise Tolerance indoor ambient ation
noise level ( dB) Time ( s)
Large class Average Low 25 0.70
room

Medium class Average Very low 30 0.60

room
Source: Researchers field work (2016)

A. Large Classroom

Figure 4.1 show the plan of measured drawing of large classroom as built and exporting

the save as gbxML file and import the save gbxML file of save project as model room in

to ECOTECT analysis

Figure 4-1: show the plan of measured drawing of large classroom

Source: Researcher’s field work (2017).

64
The Figure 4.2 show the imported large classroom with properties of material surfaces

for wall, floor, ceiling, doors and windows as built and indicated the sound source and

the activity or occupancy profile for the space and its percentage.

Figure 4-2: show the imported large classroom

Source: Researcher’s field work (2017).

The Figure 4.3 show the graphical representation of the simulation result of reverberation

indicating time of 0.70s for the large class room.

Figure 4-3: show the graphical representation

Source: Researcher field work ( 2017)

65
Based on the sound applied in the classroom and the rays of sound propagation

graphically indicate the simulation result of large class room for indoor ambient noise

level of 25dB as shown below figure 4.4.

Figure 4-4: Show the graphical simulation result of indoor ambient level.
Source: Researcher field work (2016)

B. Medium Classroom

Figure 4.5 show the measured drawing of medium classroom as built and exporting the

save as gbxML file and import the save gbxML file as model room in to ECOTECT

analysis

Figure 4-5: show the measured drawing of medium classroom

Source: Researcher’s field work (2017)

66
The graphical representation of the simulation result of reverberation indicating time of

0.60s for the large class room shown in figure 4.6

Figure 4-6: Simulation result of reverberation indicating time

Source: Researcher’s field work (2017)

The figure 4.7 Below show the indoor ambient noise level of 30dB for the medium

classroom as shown in the simulation result

Figure 4-7: Below show the indoor ambient noise level

Source: Researcher’s field work (2017)

67
4.5.1.1 Simulation result of case study two (N F I)
The table 4.3 show the result for the NFI classroom which indicate that the reverberation

has 0.65 – 1.2s and the indoor ambient noise level of respectively

Table 4.3: Simulated result of teaching spaces (Classroom) at N. F.I. Jos.

Type of Activity Noise Tolerance Upper limit of Reverberation

Space Noise indoor Time ( s)
ambient noise
level (dB)
Classroom Average Low 47 0.65 – 1.2

Source: Researchers field work (2017)

Figure 4.8 show the plan of measured drawing of classroom as built and exporting the

save as gbxML file and import the save gbxML file of save project as model room in to

ECOTECT analysis.

Figure 4-8: Floor plan of a classroom at N F I as built.

Source : Researchers field work ( 2017 )

68
The figure 4.9 below show the graphical simulation result of reverberation indicating

reverberated time of 0.65s – 1.2s for the N F I.classroom at

Figure 4-9: The graphical simulation result of reverberation

Source: Researchers field work (2017)

Based on the sound applied in the classroom and the rays of sound propagated that

indicate graphically the simulation result of classroom at N T A for indoor ambient noise

level of 47dB as shown below in figure 4.10.

Figure 4-10: Show the indoor ambient noise level.

Source: Researchers field work (2017)

69
4.5.1.2 Simulation results for case study three (N T A College Jos).
The table 4.4 Explain the results obtained from the simulation for the N T A college Jos

classroom which indicate that the reverberation has 0.60s and the indoor ambient noise

level has 30dB respectively.

Table 4.4: Show simulated result of N.T.A. classroom Jos.

Type of Space Activity Noise Upper limit of Reverberation

Noise Tolerance indoor ambient Time ( s)
noise level ( dB)
Class room Average Low 30 0.60

Source: Researchers field work (2017)

To achieve correct Autodesk Ecotect Acoustic analysis the plan of measured drawing of

classroom at N T A as built and exporting the save as gbxML file and import the save

gbxML file to model classroom in to ECOTECT analysis as shown in Figure 4.11 below.

Figure 4-11: Show a measured drawing of N T A classroom as build.

Source: Researchers field work (2017)

The graphical simulation result of reverberation indicating reverberated time of 0.60s for

the N F I.classroom as show in the figure 4.12 below

70
Figure 4-12: Show the graphical representation of the reverberation result
Source: Researchers field work (2017)

Based on the sound applied in the classroom and the rays of sound propagated that

indicate graphically the simulation result of classroom at N T A for indoor ambient noise

level of 30 dB as shown below in figure 4.13.

Figure 4-13: Show indoor ambient noise level of classroom N T A.

Source: Researcher field work (2017)

71
4.5.1.3 Simulation result of room geometry.
The four different forms were having same floor area of 175m2 and a volume of 525m3

and have a floor to ceiling height of 3m and same material properties were used for

effective result. The diagrammatic image of rectangle analyzed forms were shown in

figures 4.14 below.

Figure 4-14: Rectangular form.

Source: Researcher field work (2017)

Figure 4.15 below show analyzed fan forms with the same floor area of 175m2 and a

volume of 525m3 and have a floor to ceiling height of 3m and same material properties

were used for effective result.

Figure 4-15: Fan form.

Source: Researcher field work (2017)

72
Figure 4.16 below show analyzed diamond forms with the same floor area of 175m2

and a volume of 525m3 and have a floor to ceiling height of 3m and same material

properties were used for effective result.

Figure 4.16 Diamond form.

Source: Researcher field work (2017)

Figure 4.17 below show analyzed Horse shoe form with the same floor area of 175m2

and a volume of 525m3 and have a floor to ceiling height of 3m and same material

properties were used for effective result.

Figure 4-17: Horse shoe form.

Source: Researcher field work (2017)

73
The above various building forms, were simulation and the result are shown in the

following table 4.5 below: table simulation result indicate reverb of each form with

regard to the frequency, while table 4.6 show the respond of each form with regard to it

surface, volume and ability of the sound to move free from the source to the receiver.

Tables 4.5: Calculated result indicate the reverb of forms based on room condition using.
Room Type of Frequency
condition form
65Hz 125Hz 250Hz 500Hz 1KHz 2KHz 4KHz 8KHz 16KHZ

Unoccupied Rectangle 0.03 0.04 0.05 0.05 0.05 0.05 0.05 0.06 0.07

Room Fan 0.07 0.09 0.15 0.18 0.17 0.16 0.13 0.16 0.14

Diamond 1.16 1.4 2.81 4.58 2.97 1.5 1.08 0.6 0.51

Horseshoe 0.06 0.08 0.14 0.16 0.15 0.14 0.11 0.14 0.13

Source: Researcher field work (2017)

Table 4.6: the effective’s surface and volume and ray free path of different forms

Type of form Effective surface Effective volume Mean free path

length

Rectangle form 167.861m2 442.729m3 10.550m

Diamond form 514.204m2 527,814m3 4.106m

Fan form 487.424m2 514.732m3 4.224m

Horse shoe form 475.333m2 548.67m3 4.617m

Source: Researcher field work (2017)

Figure 4.18 Below show graphical representation of Simulation result indicating the

reverb for the four different forms in unoccupied room condition

74
Figure 4-18: Simulation result indicating the reverb
Source: Ecotect version, 2011

75
 5.0 RESULTS AND DISCUSSION OF FINDING

This chapter gives more detailed explanation of issues relating to the data presentation

and analysis which helps in articulating those issues emanating from the analysis with

respect to their implications on the subject of investigation.

5.1 Simulation Results

Based on simulation result obtained, it’s evident that detail specification of materials

properties, room geometric, nature and function of space play a vital role in acoustic

design, Generally the simulation result took in to consideration three different variable

acoustic response which deal with the indoor ambient noise level, room geometry and

reverberation time decay as the basis for acoustic comfort in multimedia class room.

Therefore, table 4.2 simulated result of teaching spaces at F. C E. Kano in chapter three

above revealed that large classroom has 25dB of indoor ambient noise level, and 0.70s

as reverberation time, the medium class room has 30dB as indoor ambient noise level,

and 0.60 as reverberation under constant frequency. Also table 4.3 simulated result of

teaching spaces (Classroom) at N. F.I. Jos indicate in chapter three above that the class

room in N.F.I has 47dBfor indoor ambient noise, and 0.57s as reverberation time. Table

4.4 simulated result of N.T.A. classroom Jos indicating in chapter three above that the

result revealed that the classroom has 30dB as indoor ambient noise level, and o.60s as

reverberation time respectively.

Also table 4.6 above show simulation result indicate reverb of were the rectangle has the

lowest with 0.03 to 0.07. Fan form has 0.07 t0 0.14 while diamond has 1.16 to 0.51 and

horse shoe has 0.06 to 0.13. But table indicate the effectives of surface and volume and

free path of those forms as follows: rectangle 167.861m2, 442.729m3, 10.550m. Fan

form has 487.424m2, 514.732m3, 4.224m.and for diamond has the surface effect of

76
514.204m2, volume of 527,814m3 and free path of 4.106m while the horseshoe has

475.333m2, 548.67m3 and free path of 4.617m.

5.2 Discussion of the Results

5.2.1 Indoor ambient noise level ( IANL )

The result of the study revealed that none of the three cases studied have properly

achieved indoor ambient noise level as it were not given due consideration.

Following scholars such as Ginn (1978). Daniels, et al (2003), and Daniels R (2015), the

greatest allowable average A and C weighted background noise level for core learning

small learning space with enclosed volume of 283m3 is 35dB to 55dB and 40dB to 60dB

for large learning space.

However, the Acoustical Society of America (ASA) (2002), American National

Standards Institute, Inc. (ANSI) (2002), SEED (Scottish Executive Education

Department) (2007) and Education Funding Agency ( DfE ) . (2012) attach the noise

level to the volume of space which stated that for a space of 283m3 the indoor ambient

noise level of 35dB while for space of 566m3 has a noise level of 40 dB both small and

large core learning space and also audio- visual presentation room, electronic class room

or simply multimedia class room which has high noise activity and required low noise

tolerance should have 40dB as stated in table I. III of acoustic design criteria s for spaces

to be consider in this research..

5.2.2 Reverberation time

Considering the issue of reverberation time decay from study only one out of the three

case studies is within the range, while the other two were not given due consideration..

77
Daniels, et al (2003), Education Funding Agency (DfE). (2012), and Daniels (2015)

standards for reverberation in teaching and study spaces – mid-frequency reverberation

time for audio- visual presentation room (multimedia class room). 0.8-1.2s and Control

room for recording <0.5s and for ordinary Lecture rooms with Small (fewer than 50

people) <0.8s and Large (more than 50 people) <1.0s

Therefore, the reverberation should be in line with the reverberation time out line above

in chapter two table 2.3 of acoustic design criteria s for spaces to be consider in this

research

5.2.3 Room geometry

Geometry of the room is the dominant acoustic feature, the ratio of the length to width

to height will influence regardless of what you may put into the room, room acoustic

design begins with establishing basic size, shape and finish materials of a given space to

achieve a certain room sound, the criteria are based largely upon the intended function

and occupancy of the room

According to American National Standard ANSI S12.60-2002 stated almost every room

(larger than a broom closet) has modal resonances. The specific modal complement is

based on physical dimensions and the complexity of the room geometry, that room with

very simple geometry, i.e. a ‘cubed’ rectangle, will always have the fewest number of

resonant, modal frequencies, also added that the geometry of a rectangular room is simple

and obvious. Hopefully, the height, width and depth dimensions will be different, and be

designed around a good set of ratios DIN 18041 (2015), room geometry influences room

acoustics. When no acoustic measures are envisaged, round, elliptical, and certain

trapezoid shapes of rooms are to be avoided. Therefore based on the results which

indicated rectangle has lowest reverb, fewer surface and volume sound effect and high

78
mean free path plus the deduction from the scholars it curtained that rectangle is the best

form to be used in design of acoustic for multimedia class room.

5.3 Implication of the Result

The overall objectives of the acoustic design criteria are to achieve enactment standard

of a particular space which sever as a guide toward providing acoustic comfort in a

multimedia classroom of faculty of multimedia studies that facilitate and concerned with

the conditions and requirements for comfortable viewing, listening, and clear

communication of speech between teacher and students and between students and do not

interfere with the study activities. Therefore based on the above results the following

implications are observer:

I. It’s implies that the decrease in indoor ambient noise level in class room of F.C.E

Kano can be attribute to site zoning problem, poor location of space within the

building, hard landscaping surfaces and large window opening, resulting in

excessive noise ingress and ineffective sound barriers (doors, windows and thin

and hollow walls, etc.).

II. The study also reveals that the decrease and lower reverberation time decay0 in

classrooms of the three case studies were due to poor internal arrangement of

space, lack of external noise barriers and inability to specified correct acoustic

material finishes in respect to the function of the space.

III. The result of room geometry show by different form indicated based on physical

dimensions and the complexity of the form, the lower and fewer effect of surface,

volume and high mean free path displayed by the rectangle implied that this is

due to it simple and symmetrical nature and it support room for live performances

79
 6.0 PRELIMINARIES.

6.1 Introduction

This chapter will discussed manifold issues relating to the following: The site,

Development of design, Organizational structure of proposed faculty, Staff student’s

population analysis, and Bulk schedule of accommodation also variables such as

building typology, size and shape of class room, location in relation to the noise source,

position and orientation of building on site, material properties of surfaces and planning

the interior lay out of the building will be consider in this chapter.

The Site that is off- site and on-site features and how they are addressed to suit the

proposed study. Development of design brief which derived the whole supposed

functional spaces as per each unit of the proposed faculty of multimedia and

determine the projection of students, academic staff and non-academic staff in various

proposed three departments respectively.

However, this further explained how the faculty is structured in hierarchical order

from denary unit to department sections, and also describes the structured of the offered

course in the proposed faculty in schematic presentations. In tabulated format the

minimum number of spaces required and their respective minimum area per square

meter stipulated by Nigerian University Commission (NUC) bench mark, and finally

discussed about concept development of the design, and explained how the research

variables are incorporated in the design and further elaborate on construction techniques

involved and materials used.

6.2 Faculty Site Selection Criteria

Sambo A.A (2016) opined that selection of a suitable site for the new faculty is one of

the first steps toward the realization of the plans formulated during the preliminary stage

80
of a project. The site chosen plays an important part in determining how well the final

structure will meet the educational, aesthetic, and technical requirements of the building.

Office of Planning Service (2010) a suitable school site is one that best serves educational

activities, enables the optimum utilization of resources, hence shall meet the

requirements on location, accessibility, topography, soil condition, size and disaster/risk

reduction measures. Criteria for selecting a faculty site must be broad and sufficiently

flexible to allow variations in the size and type of building to be constructed, to fulfill

the needs of the educational program, and to make allowance for future expansion and

potential changes in curriculum or teaching methods. School Facilities Planning

Division. (2014) program needs determines the basis of site selection for any learning

environment. Hence, the following factors shall be considered in choosing a viable site

for the proposed faculty of multimedia in Ahmadu Bello University Zaria.

i. Location: The faculty site should be located away from current or potential future

sources of noise pollution such as large industrial plants, airports, or major

highways. Considerations must be given to the population to be served and where

they live. If possible, a location which allows students to bike or walk to faculty

is preferred in order to lower transportation costs and reduce automobiles

pollution from buses and private, also favorable orientation to wind and natural

light.

ii. Site View: The site for faculty of multimedia should be free from air, water and

soil pollution also free from smoke, dust, odors, and have good and aesthetic view

from and of the site and Compatible with the educational program.

iii. Soils. The site should have a stable subsurface soil and of good bearing capacity

free from danger of slides or liquefaction. Adequate water table level and the

existing land fill are to be reasonably well compacted

81
 iv. Site topography. : In the designing of school the site should be fairly level and

free from any obstacle such as steep grades, rock ledges or outcroppings Surface

and subsurface drainage and also consideration should be given to the side that

best meets the programmatic needs of the facility.

v. Size and shape: The size are one of the most important concept in site selection

were the site must be able to meet the needs of the proposed educational program

including the building footprint, parking, and outdoor activities, There should

also be sufficient land for future expansion, length-to-width ratio does not exceed

2:1

vi. Accessibility: The site for faculty as it were within college or university should

have Access and dispersal roads, obstacles such as crossings on major streets and

intersections, narrow or winding streets, heavy traffic patterns should be avoided

to reduce increased noise, Freeway access for bus transportation routing patterns

for foot traffic and easily reachable by emergency response vehicles are to be

available.

vii. Available utilities: The site should possess availability of public services such as

water, electricity, gas, sewer and have feasibility of bringing utilities to site at

reasonable cost.

viii. Proximity to Important Existing Facilities: in siting a faculty within a college

or university, considerations have to be taken in such a way that the site is closer

to the main general school facilities such as the university senate building, school

library and others.

ix. Proximity to Future Expansion of Community: Occasionally, schools are

constructed on sites that within 20 years are no longer adjacent to population

centers and/or residential areas. This criterion assesses long-range planning and

82
 land use factors related to school sites. The degree of responsiveness of site to

correspond to future expansion is important in choosing it for school construction.

(Department of Education and Early Development - 2011 Edition.)

x. Proximity to Population to be served: distance between the faculty and the

hostels should be taken into consideration when selecting site for schools ideally,

all students served by the school would be in convenient, safe walking distance

to the school when the site is not far from the supporting communities or hostels.

(Department of Education and Early Development - 2011 Edition.)

6.3 Study Area

Ahmadu Bello University Zaria (A B U) established in 1962, is located in urban area of

Zaria which comprises of Sabon-Gari Local Government Areas and situated in samara

along Zaria – Sokoto road, in Kaduna state. The study area geographically located along

latitude 11.02 N and longitude 7.73 E and Altitude of 670m. (Climate consultant 5.2.

2011). Aliyu, Musa and Youngu (2013) The Zaria climatic characteristic is that of

tropical savanna of Northern Nigeria, with two distinct climates as recorded in the region

Rainy season and dry season. Rainfall starts from the month of April and ends in October.

Vitruvius, Book V cited in Addis and Happold (2009) advised that site should be located

away from winds and from marshy districts and other unwholesome quarters and also on

their orientation with respect to the sun and the surrounding terrain. The figures 6.1 below

show the location of Africa and Nigeria in the globe and Kaduna state in the map of

Nigeria and also indicated the location of Zaria in territory of Kaduna state and that of a

site from ABU phase II with a black circle.

83
Figure 6-1: show the location of proposed site
Source: Researcher field work (2016).

6.4 Basic Procedure for Site Selection

According to (Department of Education and Early Development - 2011 Edition.) Using

the Site Evaluation Matrix enter the criteria ranking scores for each element. Compute

the total score for each site by multiplying each criteria score by the weighting factor and

sum them.

a) Weighting Factors
1 = not very important
2 = somewhat important
3 = important
4 = very important
5 = essential
b) Criteria Ranking Scores
0 = unacceptable (least desirable/least cost effective)
1 = poor

84
 2 = fair
3 = good
4 = excellent (most desirable/most cost effective)
Therefore Plate XIX indicate the Google earth map showing the two site that to be

assessed under selection criteria specific above using both weighting and ranking, the

sites A and B are within the spaces specified or reserved for immediate development of

the university purposely for academic function and can be used for the proposed faculty

of multimedia studies, Ahmadu Bello University Zaria.

Plate XIX: show the location of two sites in the study area ABU.
Source: Google earth Image (2017)

6.4.1 Site A
The site were located at the north part of the university directly opposite university

stadium and adjacent to area Bz quarters, plate XX the site has an approximate area of

13,500m2 and fairly accessibility but very far away from academic and hostile

environment. The site is not large enough to house a faculty building with the required

facilities and future expansion. The location of the site at junctions of main traffic arteries

are particularly noisy, due to accelerating, decelerating and braking vehicles

85
Plate XX: Show the location of site A in ABU premises.

Source: Google earth image (2017).

6.4.2 Site B
Site B is located at the new layout of ABU phase two along Shika – Wuasasa by-pass

road toward the south west part of the university, beside faculty of architecture, The site

has an approximate area of 16,258.038 m2 with good accessibility and a better view

orientation, The site is within a foot distance of the proposed students hostel and

accessible to public utilities and services, the site is quite large enough to cater for faculty

building with the required facilities. The figure 6.2 below show the location of the site in

ABU phase two lay out.

86
 B

Figure 6-2: show location of Site B in the ABU phase two lay out.
Source: EDRES Consultants (2012).

6.4.3 Site evaluation matrix

The table 6.1 indicate the scores for each element and compute the total score for each
site by multiplying each criteria score by the weighting factor (WF) scored as shown
below:

87
Table 6.1: Show site evaluation matrix

SITEs
Criteria WF site A xWF site B xWF
Location. 4 4 16 5 20

Site View 2 3 6 4 8

Soils. 3 3 9 3 9

Site topography 3 4 12 4 12

Size and shape 4 3 12 5 20

Accessibility 4 4 16 4 16

Available utilities 3 4 12 4 12

Proximity to Important
Existing Facilities 3 3 9 3 9

Proximity to Future
Expansion of Community 3 2 6 4 12

Proximity to Population 4 4 16 4 16
to be served

TOTAL 114 134

Source : Researchers field Work (2016 ).

Based on the selection processes outlined above, the total scores for each site represent a

detailed analysis and site B which happen to be at the south west part and within the

university phased two lay out and with a larger sufficient landmass for future expansion,

better access and proximity to population to be served with less traffic noise, has the

highest score of (134 ) and indicate the most desirable site to be chosen as the proposed

site for the faculty of multimedia at Ahmadu Bello university Zaria.

88
 6.5 Site Analysis

The site is been characterized by different features which needs to be considered in order

to design a befitting faculty that will harness and achieved proper indoor ambient noise

level for acoustic comfort of learning environment. The most obvious site features are

climate,topography,hydrology, geology, vegetation and so on. The figure 6.3 present the

objectives of site analysis in summary. These factors will be discussed under the

following sub-headings:

Figure 6-3: Site Analysis Structure

Source: Researcher field work (2017)

89
6.5.1 Climatic characteristics
Since the site is in ABU Zaria, the climate of the site is same as that of the Zaria, therefore

this study will study the climatic features of the study location and their influences in the

design. Figure 6.4 show the micro climatic features that needs to be studied and site

analysis physical characteristic in Figure 6.5 integrated well in the design as it plays a

vital role in providing comfortable learning environment. And figure 6.6 show summary

of weather data of Zaria using Climate consultant 5.2 soft ware

Figure 6-4: Micro Site Analysis

Researcher field work (2017).

Figure 6-5: Site Analysis (Physical Characteristics)

Researcher field work 2017.

90
Figure 6-6: Weather data summary of Zaria, Kaduna. Nigeria
Source: Climate consultant 5.2

The climatic features to be discussed are:

Temperature: Brüel and Kjær (2001) .Opined that temperature gradients create effects

similar to those of wind gradients, except that they are uniform in all directions from the

source. On a sunny day with no wind, temperature decreases with altitude, giving a

“shadow” effect for sound. On a clear night, temperature may increase with altitude

(temperature inversion), “focusing” sound on the ground surface. Based on the data of

the maximum and minimum temperature ranges for the study area at a study period,

therefore the temperature ranges from 10c minimum from the month of January to April,

to 40c maximum, also small pocket of spaces will be allowed soft landscaping and

planting of trees to lower temperature. The monthly temperature range for Zaria is shown

using Climate consultant 5.2 below in Figure 6.7.

91
Figure 6-7: Show the monthly temperature range for Zaria.

Source: Climate consultant 5.2

i. Rain fall: Zaria has a total average rainfall figures ranging from 700 to 800mm

annually. Large rain gutters and the use of a sloped roof can help in collecting

rainfall for proper channeling to drainage system.

ii. Humidity: the maximum relative humidity of Zaria is 64% which occurs in the
month of August while the minimum is 20% and it occurs around March as shown
in Figure 6.8 below and Plantation can be controlled in order to solve this
problem.

Figure 6-8: Show the relatives humidity of Zaria, Kaduna Nigeria

Source: climate consultant 5.2

92
iii. Wind: Brüel and Kjær (2001) .Express that wind speed increases with altitude of

sound, which will bend the path of sound to “focus” it on the downwind side and

make a “shadow” on the upwind side of the source. Downwind, the level may

increase by a few dB, depending on wind speed. But measuring upwind or side-

wind, the level can drop by over 20 dB, depending on wind speed and distance; two

prevalent winds are common in Zaria like any other place within the tropical climate,

the North-east trade wind and the South-west maritime wind. The maximum wind

speed of Zaria throughout the year is 3m/s.. Figure 6.9. Below show prevailing

wind of Zaria with the help of Climate consultant 5.2.

Figure 6-9: Prevailing Wind of Zaria, Kaduna Nigeria

Source: ECOTECT 2011 version.

93
iv. Solar radiation: the daily total solar radiation range in Zaria is shown in figure 6.10.

and the psychometric chart of the study area ABU samara Zaria is capture using

climate consultant 5.2 in Figure 6-11:as shown below.

Figure 6-10: Solar radiation for Zaria

Source: climate consultant 5.2

Figure 6-11: show the psychometric chart of the study area Zaria
Source: Climate consultant 5.2

6.5.2 Site analysis (Visual Quality, Accessibility and Noise Survey).

Practically every environment, has large number of different sources contribute to the

ambient noise at a particular point. But in this site only two sources are acknowledge

94
they are the nearby building and the traffic noise due to access road, those can be control

by location of building at the site, site zoning of functions, orientation of building at the

site and proper used of design, construction technique and materials finishes. The

assessment of visual intrusion must relate to people, as it is human beings who are

affected by unsightly views. Visual intrusion relates directly to the distance of the viewer

from the source of the visual disturbance. It must also relate to the magnitude of the

visual disturbance and how this affects the quality of the view Kotzen and English (2001).

The site have excellent visual quality because of the presence of mango trees, plants, and

shrubs in the north west side which serve as protection against noise and also give a

cooling effects to the users. Road as a path to accessibility is also a source of noise or

sound transmission path travelling directly between the road and the receiver either direct

or in reflected. In order to have a good site analysis the best results are likely to be

achieved through the co-coordinating services among which are zoning of site based on

site potential development in respect to visual, sensory and traffic intrusion relates

directly to the comfort of the user. The site analysis below in figure 6.12 show excellent

access, best visual quality and the noise survey.

95
Figure 6-12: Site Analysis of visual quality, access and noise survey.
Source: Researcher field work 2017.

6.5.3 Site potential development analysis

The site is analyzed base on potentiality to the intended development ,this can be viewed

in different perspectives such as it location to a nearby land mark , visual quality , sources

of noise, soil topography and terrain, vegetation and wind movement among other things

.therefore, the site has been portion in three segment , the segment with very good has

the most appropriate position due it visual quality , noise sensory , better terrain and

good possibility to orientation more than segment good and fair respectively. The figure

6.13 below show the site potential development analysis.

96
Figure 6-13: Site potential development
Researchers field work (2017)

6.5.4 Site zonning analysis

Many factors influence zoning of facilities within the site those include among others for

this research are: topography and the terrain of the site, visual quality, source of noise,

accessibility and the notation. The climate conditions were also considered in positioning

of the building in terms of building orientation, see Figure 6.14 show the two alternatives

in which alternative A is selected

97
Figure 6-14: Site Zoning A and B
Researchers field work (2017)

6.6 Development of Design Briefs

The design brief was established based on the National universities Commission

(N.U.C), Benchmark for minimum academic Standards for Undergraduate programs in

Nigerian universities, literature reviews and from the conducted case studies. The briefs

were categorized under four section and brief developments are in tabulated format as

listed below:

I. Denary section

II. Department section

III. Academic sections of various departments

IV. Faculty shared facilities

Based on the design brief above, the tables 6.2 indicate brief development of (denary

section and department section and table 6.3 below show brief development for academic

sections of various department. While table 6.4 show case the brief development for

faculty shared facilities and table 6.5 Analysis of academic staff and student populations,

98
the distribution of academic staff with regard to their hierarchy and technical staff

population are shown in table 6.6

Table 6.2: Brief development of (denary section and department section)

Denary Section Department Section

 Dean’s Office  H.O.D Office

 Dean’s Secretary Office  Professorial Office
 Faculty Board Room  Senior Lecturer Office
 Deputy Dean  Lecturer I office
 Assistant Dean  Lecturer II Office
 Faculty Officer  Assistant Lecturer Office
 Assistant faculty officer  Project Office
 Record Room  Exams Office
 Clerk Office  Department Board Room
 Archives
 Computer Room
 Storage Facilities
Source: Researcher’s field work, (2017)

Table 6.3: Brief development for academic sections of various department

S/N Items Media and Visual and Journalism.

Production Audiovisual art
1 Studio Two numbers (2) Studio
Required
2 Class room Six numbers (6) Four numbers Four numbers(4)
Required (4) Required
Required
3 Laboratories Two numbers (2) Computer Lab. Computer Lab.
Required
4 Data Data Room/library Data Data
Room/library Room/library Room/library
5 Seminars/ Pres Two numbers (2) Seminars/ Pres Seminars/ Pres
rooms Required rooms rooms
6 Control and Control and record Control and
record room room record room
7 Multi-purpose Multi-purpose
Source: Researcher’s field work, (2017)

99
Table 6.4: Brief development for faculty shared facilities

Faculty Shared Facilities For Students

S/N Academic Spaces
1 Lecture Theatre
2. Faculty Digital Library/ ( I C T )
4. Student’s Common Room/Eatery (PG/Undergraduate)
5. Conveniences
6. Outdoor (Relaxation Spaces)
7. Open theatre
Source: Researcher’s field work (2017)

Table 6.5: Analysis of academic staff and student populations

Undergraduate Students Post Graduate Students

 N.U.C Standard Lecturer to Student  Assumed Number of Postgraduate

ratio is 1:15 Students to be Admitted into the
Department is 30
 Years (Duration) of the Program is
 Assumed Number of Undergraduate Two Years (2yrs)
Students to be Admitted into the
Department is Forty Five (45)
 30 x 2 = 60
 Years (Duration) of the Program is
Four Years (4Yrs)
 Expected Total Number of
 45 x 4= 180 Postgraduate Students is Sixty (60)

 Expected Total Number of  Lecturer to Students is 1:15

Undergraduate Students is One
Hundred and Eighty (180)
60
 =4
15
 Lecturer to Students is 1:15
180  Expected Total Number Lecturers for
 = 12 postgraduate students Required is
15
Four (4)

 The Total Number of Lecturer

 Expected Total Number Lecturers Required in a Department with Two
Required is Twelve (12) Hundred Eighty Five (285) Population
of Students
240
 15 = 16 + 1 = 17
Source: author field work, (2017).

100
Table 6.6: Distribution of academic staff with regard to their hierarchy and technical
staff population

Distribution Of Academic Staff Base Technical Staff

On Hierarchy

 N.U.C Lecturers Population  To Determine the Required Number

Distribution Percentage is 20%, of Technical Staff in A Given
35% and 45% in a Particular department is By
department. Sani (2012) cited in
(Abdullahi, 2011).
20
 Professors = 𝑥 17 =  This Ratio 4:1
100
3.4 𝐴𝑝𝑝𝑟𝑜𝑥 4.

 Senior Lecturer and Lecturer One

35  Academic Staff to Technical Staff
𝑥 17 = 6 Ratio is 4:1
100

 Lecturer Two, and Assistant  The Total Number of Academic

45 Staff is Eighteen (18)
Lecturer 100 𝑥 17 = 8
18
 4 + 6 + 8 = 18  = 4.5 𝐴𝑝𝑝𝑟𝑜𝑥. 5.
4

 The Total Number of Academic  The Total of Number of Technical

Staff is Eighteen (18) Staff Required Is Five (5)
Source: author field work, (2017).

6.7 Analysis of Students Population of Various Departments and their Academic

Staff

The proposed faculty of Multimedia encapsulates the following departments:

i. Media and Production studies

ii. Visual and Audiovisual

iii. Journalism
The faculty of multimedia will runs four years from one hundred level (100L) to four

hundred level (400L), and students will undergo rigorous training for academic

performance, students are to be admitted to the faculty through join admission and

101
matriculation board (JAMB) in order to determine the students capacity and suitability

for the course of Media and Production, Visual and Audiovisual and Journalism.

Considering the N.U.C standard, staff student’s ratio 1:15, and the population of the

student’s determine the number of academic staff required in giving department.

According to the Director Academic planning and Director Academic planning of A.B.U

Zaria. opine that they want to take up with thirty number (30) students per class and their

projection for the future will not exceed Forty Five (45) number of students per class, for

professional courses such as multimedia due need for more practical outfit, but the study

will established further analysis on the projected figure in order to make a provision for

the future. Based on the above factors, it aids in arriving at eighteen numbers of staff (18)

for each Department with One Hundred and Eighty (180) numbers of students. The

assumed percentage considered to cover for carry over and spill over students is 13.5%

of the actual students population of each department which is 180 and the 13.5% is

Twenty four (24) number plus the actual number of population, 180 + 24 = 204 as the

total number of the students in each of the department, inclusive of carry over and spill

over students, which means each class will contain fifty one students (51).

For the fact that the faculty of multimedia is newly introduced in Nigeria and across the

sub-Sahara Africa although course like Media and Production, Visual and Audiovisual

are new and the rate at which people will be applying for the courses may not be as much

as how they apply for Journalism for that there may be as a result of doubting the market

of the courses or opportunities after graduation but later when they fully discover the

prospects behind the newly introduce courses, But in this regard certain percentage of

the total population will be allocated to the of Departments as follows :

i. Media and Production 20%

102
 ii. Visual and Audiovisual 20%

6.7.1 Media and production department.

204⁄
100 × 20 = 41

35 students per class required

Then multiply by the remaining two year (2yrs)

41 × 2 = 82

Undergraduate Students population is seventy (72)

The assumed percentage to cover the numbers of carry over and spill over students is

13.5%

82⁄
100 × 13.5 = 11

82+ 11 = 93

The total population of students in department of Media and production is eighty four

(93)

Assumed number of post graduate students is fifteen (15).

Years (Duration) of the program is Two Years (2Yrs)

15 × 2 = 30

To determine the minimum required number of academic staff in a given department by

aid of using staff students ratio that is 1:15

93+ 30 = 123

Total number of undergraduate and postgraduate students is one hundred and nine
(123)

123⁄ = 8
15

103
 Total number of Staff required = 8

6.7.2 Visual and audiovisual

204⁄
100 × 20 = 41

41 students per class required

Then multiply by the remaining two year (2yrs)

41× 2 = 82

Undergraduate Students population is eighty two (82)

The assumed percentage to cover the numbers of carry over and spill over students is

13.5%

82⁄
100 × 13.5 = 11

82+ 11 = 93

The total population of students in department of Visual and Audiovisual is ninety three

(93)

Assumed number of post graduate students is fifteen (15).

Years (Duration) of the program is Two Years (2Yrs)

15 × 2 = 30

To determine the minimum required number of academic staff in a given department by

aid of using staff students ratio that is 1:15

93 + 30 = 123

Total number of undergraduate and postgraduate students is one hundred and nine
(123)

123⁄ = 8
15

Total number of Staff required = 8

104
 Base on the N.U.C standard, and number of the departments the faculty start with ,
Table 6.7. Below show total number of academic staff in respect to students

Table 6.7: Total number of academic staff and students

S/n Departments Journalism Media and Visual and

Production Audiovisual
1 Academic staff 18 8 8

population

2 Undergraduate 204 83 83

students population

3 postgraduate 60 30 30

students population

Source: author field work, (2016).

6.7.3 Summary of finding

The proposed faculty of Multimedia Ahmadu Bello University Zaria, will start running

its programs with student’s populations of about ninety three (93) and that will enables

the distribution of students to respective departments with determined population:

i. Journalism : fifty one ( 51 )

ii. Media and Production : twenty one ( 21 )

iii. Visual and Audiovisual ; twenty one ( 21 )

Note that:

The total numbers of academic staff of each department are not inclusive of those holding

administrative offices such as:

i. Head of department

ii. Head of under graduate

iii. Head of postgraduate

105
 iv. Project coordinator under graduate

v. Project coordinator postgraduate

vi. Examiner under graduate

vii. Examiner post graduate

6.8 Faculty of Multimedia

The term "faculty” denotes a group of departments dealing with a specific subject area

of specialization in a university or college (Distionary.com). Encyclopedia of Middle

Ages (2005). The word ‘ faculty” (facultas) took on the meaning it still has today viz; the

administrative subdivision of a university organizing the teaching of a discipline, the

number department in faculty was not fixed: some universities, especially those recently

founded, had only two or three. A Dictionary of Education (second ed. 2015) A

subdivision of a university or college according to subject or field. The term refers to

both to the academics-the teaching and research staff-working within that subdivision,

and to the organizational subdivision itself. Department Can also be defined as an

administrative academic unit, which carries out instruction and teaching within a major

defined subject matter area of a faculty. A department is headed by head of department.

(NUC,2014)

Therefore, As it has been established that entertainment and education are the fields

where multimedia has its dominance, and for this reason there is need for a faculty in a

university that teaches and trained various fields of multimedia particularly in Nigeria

and West Africa at large as there is no such faculty in any university of sub-Sahara Africa.

The proposed faculty of Multimedia Ahmadu Bello University Zaria encapsulate the

following departments:

106
 i. Media and Production studies

ii. Audiovisual

iii. Journalism

The organizational structures on figure 6.15 shows the hierarchy representation of denary

unit of the faculty and figure 6.16 represent the order of racking in the department while

figure 6.17 demonstrations the integrated organogram structured hierarchy of the

proposed faculty of multimedia and the last figure 6.18 displayed the structure of the

departments that will be run on the proposed faculty.

6.8.1 Organogram of proposed faculty of multimedia’s denary

Figure 6-15: Organogram of proposed faculty of multimedia’s denary

Source: Researcher’s field work, (2016)

107
6.8.2 Organogram of departments

Figure 6-16: Organogram of Proposed Departments

Source: Researcher’s field work, (2016)

6.8.3 The integrated organogram of faculty of multimedia

Figure 6-17: the integrated organogram of faculty of multimedia

Source: Researcher’s field work, (2016)

108
6.8.4 Organogram of courses to be offered in the proposed faculty

Figure 6-18: Organogram of courses that will offer in the proposed faculty of multimedia.
Source: Researcher’s field work, (2016)
6.8.5 Bulk scheduled of accommodation of proposed faculty of multimedia

This heading spelled out in tabulated format, and the minimum number of spaces

required and their respective minimum area per square meter as shown in table 6.8 for

denary, table 6.9 show schedule of accommodation departmental staff, table 6.10

indicates departmental learning spaces, and table 6.11 show the schedule of

accommodation for Faculty shared facilities unit while table 6.12 indicates the technical

staff unit, also table 6.13 show the Summary of bulk scheduled of accommodation of the

entire Proposed faculty as per stipulated by Nigerian University Commission (NUC)

bench mark of the following unit

i. Denary section

ii. Department section

iii. Academic sections of various departments

iv. Faculty shared facilities

109
Table 6.8: Deanery unit (Schedule of accommodation)

Deanery Section (Non Academic Spaces)

(N.U.C. Standard )
Unit Space No.Req. Minimum Total
S/N Per Person (M2) (M2)
1 Deans office 1 40.00 40.00
2 Deans 1 24.00 24.00
secretary/waiting
3 Deputy dean 1 24.00 24.00
4 Asst. Dean 1 24.00 24.00
5 Faculty officer 1 24.00 24.00
6 Faculty boardroom 1 100.00 100.00
7 General office 1 75.00 75.00
8 Storage facility 1 48.00 48.00
9 Archives 1 48.00 48.00
10 Computer room 1 48.00 48.00
11 Officer asst./record 1 24.00 24.00
room
12 Conveniences (toilet 4 24.00 96.00
facilities.)
13 Faculty staff shared 1 48.00 48.00 Gross
room
Total =
623.00m2
Source: Researcher’s field work, (2016).

110
Table 6.9: Departmental staff unit (schedule of accommodation)

Department Staff Section (Academic Spaces) (N.U.C. Standard )

UNIT SPACE PER NO.REQ. MINIMUN Total
PERSON (M2) (M2)
S/N
1 H.O.D. office/secretary 3 40.00 160.00
2 Professorial office 12 40.00 640.00
3 Senior lecturer 9 24.00 288.00
4 Lecturer 1 12 12.00 192.00
5 Lecturer 2 12 12.00 192.00
6 Asst. lecturer 15 8.00 160.00
7 Postgraduate 3 24.00 64.00
coordinator
8 Project office 6 24.00 64.00
9 undergraduate 3 24.00 96.00
coordinator
10 Examiner office 6 24.00 64.00
11 Board room/ 3 75.00 75.00
convenience 1 4.00 4.00
12 Departmental staff 3 48.00 192.00
common room
13 Conveniences (toilet 3 10.80 43.20
facilities.)
Gross
Total
=2,234.00
m2
Source: Researcher’s field work, (2016).

111
Table 6.10: Departmental learning spaces (schedule of accommodation)

Departmental Learning Unit (Academic Spaces)

(N.U.C. Standard )

USABLE AREA PER PERSON

UNIT SPACE NO.REQ. MINIMUN Total

S/N PER PERSON (M2) (M2)

1 Studio 15 3.7x55=203.50 3052.50

2 Classrooms 15 1.20x55= 66 990.00

3 Data room/library 4 66 264.00

4 Undergraduate Seminar 9 0.5x100 =50 450.00

rooms

5 Laboratories/workshops 9 180.00 1620.00

6 Conveniences 4 48.00 192.00

7 P.G seminar room 2 0.5 x 100= 50 100.00

seat

Gross
Total =

6534.50
m2

Source: Researcher’s field work, (2016).

112
Table 6.11: Faculty shared facilities unit (schedule of accommodation)

Faculty Shared Facility Usable Space

(N.U.C Standard)

S/N SHARED SPACES NUMBER MINIMUM TOTAL

REQ. (M2) (M2)

1. 250 and150 Lecture 1 0.75x 250 187.50

Theatre 1 0.75x 150 112.5

2. Postgraduate common 2 75.00 150.00

room

3. Multi-purpose 1 180.00 180.00

Auditorium

4. Outdoor spaces 1
landscaping

5. kiosk, parks 2 10 20.00

6. Faculty library/ internet 1 1.20x150 180.00

facility

7. Faculty Book shop 1 1000 1000.00

(stationaries)

8. Faculty restaurant 1 100 100.00 Gross

Total =

1730.00
m2

Source: Researcher’s field work, (2016).

113
Table 6.12: Technical staff unit (schedule of accommodation)

Technical Staff Section Usable Space

(N.U.C Standard)

S/N TECHNICAL MINIMUM NUMBER TOTAL

(M2) (M2)
STAFF SPACES REQ.

1. Senior Technical Staff 12.00 3 36.00

Office

2. Junior Technical Staff 12.00 12 144.00

Office

3. Senior Admin. Staff 5.00 2 10.00

Office

4. Junior Admin. Staff 5.00 2 10.00

Office

Gross

Total =

200.00
m2

Source: Researcher’s field work, (2016).

114
Table 6.13: Summary of bulk scheduled of accommodation of the entire Proposed
faculty.

Summations Of Bulk Scheduled Of Accommodation Of

Proposed Faculty Of Architecture
s/n Faculty Gross
Sections area
1 Deanery section 623.00
(nonacademic spaces)

2 Department staff section 2,234.00

(academic spaces)

3 Departmental learning 6534.50

unit
(academic spaces)

4 Faculty shared facility 1730.00

usable space

5 Technical staff section

usable space 200.00

6 Total gross area

of enclosed
spaces is
=11,321.50m2
Source: Researcher’s field work, (2016).

115
 6.9 Design Development

Architectural design is a combination of graphical and theoretical solution to a problem,

The solution take the forms of plans, elevations, sections, details, perspective,

graph, analysis of proposed and existing features. The early stage of design process,

identification of the design problem, design thinking, verbal communication,

gathering of data and literature review, sketches are among the preliminary design

activities. More over Designers/Architects generate analysis of their design ideas through

drawings, written word and verbal expressions. Idea generation is an activity that

transforms conceptual idea to concrete idea. Idi and Khaidzir (2015). Prominent

architects and engineers in t h e p a s t a n d present time such as Antonio Gaudi,

Santiago calatrava, and frank Lloyd wright, etc., imitate nature's shape, forms and

pattern as inspiration for creating structures shapes SANI, S. M. (2015) .

Therefore, this concerned with how the design concept was conceived and how the idea

was emanate in metamorphosis development in graphical illustration which lead to floor

plan concept and elevation concept. As shown below.

6.9.1 Sound waves as concept

Like the ripples formed when an acorn is thrown into a pond, sound travels in waves in

all directions from a point of origin. The distance between the peaks in the ripples relate

to the frequency of a sound – the larger the distance, the lower the frequency of the sound.

Bill Addis and Buro Happold (2009). Expresses that, Roman engineer Vitruvius in 530

BC analyzed that the manner of waves created by a pebble thrown into water, this led

logically to both raked seating and the semi-circular plan. Ginn ( 1978 ). The simplest

type of sound source for generating spherical acoustical waves is a pulsating sphere.

Long (2006) A sound wave is a longitudinal pressure fluctuation and It is called

116
longitudinal because the particle motion is in the same direction as the wave propagation.

Sound wave motion is created by outwardly traveling layers of compression and

rarefaction of the air particles.

Therefore, based on the above analysis by different researcher, the concept is derived

from sound wave which is a longitudinal propagation because it particle move in the

direction of it propagation and the distance from the source increase the area over which

it emitted energy increased resulting in reduction of the sound intensity. Looking at the

relationship of sound intensity and sound pressure level (SPL) using 20log(2) =6dB each

time the distance move , that relationship of sound intensity and sound pressure level is

in line with the inverse law which stated that the closer the source of sound the effect of

the direct sound .The building view achieved through the raking derived from frequency

modulation of sound often measure in circle per second or interchangeable Herzt and

rectangular because is the best shape for acoustic design of class room and were to be

adopted as the concept toward achieving acoustic design Figure 6.19 show the concept

derivation while figure 6.20 show the position of concept within the proposed site.

Figure 6-19: Concept Development

Source: Researcher field work (2017).

117
Figure 6-20: Concept position within the proposed site.
Source: Researcher field work (2017).

6.10 Design Consideration

To achieve the best possible acoustic design criteria in control and prevention both

internal and external noise as outline above the following four major stages or action can

be taken improve noise compatibility for any type of land use or activity. These are ;

1 Site planning

2 Architectural design

3 Construction methods, and materials

4 Barriers.

6.10.1 Site planning and landscaping

The arrangement of buildings on a site can be used to minimize noise impacts if a

noise sensitive activity is planned, acoustical site planning often provides a successful

noise impact reduction .Many site planning techniques can be employed to shield a

building from noise. These can include:

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1. Increasing the distance between the noise source and the receiver;

2. Placing building land uses such as parking lots, maintenance facilities, and utility

areas between the source and the receiver;

3. Locating barrier-type buildings parallel to the noise source or the highway; and

4. Orienting the building away from the noise.

5. Car parks and it circulation should be distance from the less sensitive areas.

6. Trees planting and beautification should act as a barrier to the noise fenestration.

6.10.2 Architectural design

Noise can be controlled in a building with proper architectural design. By giving

attention to acoustical considerations in the planning of room arrangement, placement

of windows, building height, balconies, and courtyards, the may help in achieve

significant noise impact reduction,

1. Room Arrangement: Noise impacts can be substantially reduced by separating

more noise sensitive rooms from less noise sensitive rooms; and placing the

former in the part of the building which is furthest away from the noise source.

The less sensitive rooms should then be placed closest to the noise source where

they can act as noise buffers for the more sensitive rooms.

2. Courtyards: Proper architectural design may also provide for noise reduction in

an area outside of the building. The court garden can provide outdoor acoustical

privacy and also have exterior spaces which reduced noise by means of court

yards.

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3. Verandah : If verandah are desired they should be given acoustical consideration.

The standard verandah, facing the road, may reflect traffic noise directly into the

interior of the building in the manner. If verandah are desired, the may avoid

unpleasant noise impacts by placing them on the shielded side of the buildings.

4. Solid Walls: Noise can be reduced by eliminating windows and other openings

from the walls of a building close to noise sources. The solid wall can then have

the effect of a sound barrier for the rest of the building. Walls directly adjacent,

and those perpendicular to the noise source can be the most severely impacted

When a solid wall is impractical, illegal, or highly undesirable; the same effect

can be achieved by reducing window size and sealing windows airtight.

6.10.3 Acoustical construction

Noise can be intercepted as it passes through the walls, floors, windows, ceilings, and

doors of a building. Therefore, materials and construction techniques are to be

employed in the design as follow.

The Sound Transmission Class (STC) used in the literature as a measure of a material’s

ability to reduce sound. Sound Transmission Class is equal to the number of decibels

a sound is reduced as it passes through a material. Thus, a high STC rating indicates a

good insulating material. It takes into account the influence of different frequencies on

sound transmission, but essentially it is the difference between the sound levels on the

side of the partition where the noise originates and the side where it is received.

1 Wall

Walls provide building occupants with the most protection from exterior noise.

Different wall materials and designs vary greatly in their sound insulating properties

120
230mm concrete block will be used due its thickness and stiffness as it improve sound

insulation ,attenuation and it cannot vibrate the audible frequency.

2 Windows

Sound enters a building through its acoustically weakest points, and windows are one

of the weakest parts of a wall. An open or weak window will severely negate the effect

of a very strong wall. Whenever windows are going to be a part of the building design,

they should be given acoustical consideration. The effects of windows on the sound

transmission of walls. For example, if a wall with an STC rating of 45 contains a

window with an STC rating of 26 covering only 20% of its area, the overall STC of

the composite partition will be 33, a reduction of 12 dB.

The following techniques can be used to reduce noise in a building by means of its

windows employed in this design “

i. Reduce window size: The smaller the windows, the greater the transmission

loss of the total partition of which the window is a part. Reducing the window

size is a technique that is used because can reducing noise; e.g., reducing the

proportion of window to wall size from 50% to 20% reduces noise of to 3

decibels;

ii. Increase glass thickness: If ordinary windows are insufficient in reducing

noise impacts in spite of sealing techniques, then thicker glass can be installed.

In addition, this design consider laminated glass with a tough transparent

plastic which is both noise and shatter resistant.

3 Doors
Acoustically, doors are even weaker than windows, and more difficult to treat. Any

door will reduce the insulation value of the surrounding wall. The common, hollow

121
core door has an STC rating of 17 dB. Taking up about 20% of the wall, this door will

reduce a 48 STC wall to 24 STC. To strengthen a door against noise, the hollow core

door can be replaced by a heavier solid core door that is well sealed and is relatively

inexpensive. A solid core door with vinyl seal around the edges and carpeting on the

floor will reduce the same 48 STC wall to only 33dB.An increased sound insulation

value can be achieved if gasketed stops or drop bar threshold closers are installed at

the bottom edge of the door. This type of door will be used in multimedia class room

in order to achieved effective noise control.

4 Ceilings
Acoustical treatment of ceilings is not usually necessary unless the noise is extremely

severe or the noise source is passing over the building. Suspended ceilings are the most

effective noise reducers are to be used for the purpose of this design

5 Floors

In the case of noise, floors would only require acoustical treatment if the absolute silent

is required in the building, flooring would have to provide protection against structural

vibrations as well as airborne sound. Concrete slab will be used with a resilient material

for this design. The resilient material isolates the surface slab from the structural slab

and the surrounding walls.

6.10.4 Barriers
A noise barrier is an obstacle placed between a noise source and a receiver which

interrupts the path of the noise. They can be made out of many different substances:

1 Walls and fences made of various materials including concrete, block, metal,

plastic, wood and stucco

2 Regions of dense plantings of shrubs and trees

122
 3 Used of Texlon EIFE external acoustic cladding and Alluminum composite

panel which has high sound absorbing evenness

4 Combinations of the above techniques

Thus, the considering nature of the site, sources of noise and the surrounding buildings,

this the design will employed the above barriers in order to reduce noise.

6.11 Description of Faculty of Multimedia

The proposed faculty of multimedia composed of individual unit of block which make a

one single unique complex structure, each unit block is stand-alone except for the block

B which houses two department and all the blocks are link with either walkway as a

circulation route at various floor level, or faculty share facilities. These individual unit

block include the following;

Block A (Denary section),

Block B (Department of Journalism and Audio-visual),

Block C (Department of Media and Production.)

D ( Two hundred and fifty capacity lecture theatre )

E Auditorium, F Open theatre, G Principal parking lots, H staff parking lots, I students

/ visitors parking lots. I Main Egress and ingress, J Round about. The figure 6. Below

represent the illustration the entire proposed faculty of multimedia.

6.11.1 Denary section (block a)

Block (A) Is a one storey structure at the middle while at the two extreme sides are one

storey are normal classroom.

123
6.11.1.1 Ground floor level composed of the following;
Guidance and counselling (male and female, Faculty examiner office, Record

room/officer assistant, Archive Senior admin officer, two senior technical officer,

General office for junior officers and Convenience

6.11.1.2 First floor level composed of the following;

Deans' office/secretary/convenience, Faculty conference /convenience General office,

Deputy Dean, Assistant dean under graduate, assistant dean post graduate, faculty

seminar room. and, Faculty journal office .

6.11.2 Department of journalism and audio-visual (block b)

Block (B) is consisting of manifold storey floor level two floors, two respectively

6.11.2.1Ground floor level include the following;

Head of the department office/secretary office/convenience

Departmental board room, Professorial offices, Head of postgraduate office, Head of

under graduate office, Normal classrooms and Convenience

6.11.2.2 First floor level include the following;

Post graduate examiners' office, under graduate examiner's office and Convenience,

Senior lecturer offices, Lecturer one office, Departmental library, Normal classrooms

and Convenience

6.11.2.3 Second floor level include the following;

Include operational staff office such as camera operation staff, digital operation staff

,broad casting operation staff, digital mapping station, digital graphic studio and

transmission lab .

124
6.11.3 Department of media and production studies (block c)

Block (c) is consisting of manifold storey floor level two floors, level and other faculty

shared facilities respectively.

6.11.3.1 Ground floor level include the following;

Head of the department office/secretary office/convenience ,Departmental board room,

Professorial offices, Head of postgraduate office, Head of under graduate office, under

graduate library, post graduate library, seminar room, video editing cinema editing,

sound stage studio / waiting room / changing room / Convenience

6.11.3.2 First floor level include the following;

Post graduate examiners' office, under graduate examiner's office and Convenience,

Senior lecturer offices, Lecturer one office, Computer lab, Normal classrooms, Sound

dubbing studio / Control room 1 and 2 / Recording room, post graduate classroom ,

multimedia classroom and Convenience

6.11.3.3 Second floor level include the following;

Technical staff offices, Virtual studio / lock room / control / record room, Interactive /

Interface lab, Music /Video lab / Video editing lab, Animation studio, Audio visual art

studio, Graphic design studio Photo suite / digital photographic lab / dark room / storage,

Engineering unit and Convenience

6.10.3 Student convenience;

These conveniences is of two categories

Male and Female

125
6.10.4 Acoustic consideration detail
Apart from consideration such as choose of site , position of building at site ,orientation

of building, internal zoning or arrangement of function in the building, and dense

plantation other important aspect the research include are barrier with the used of

material and wall to window ratio, minimal window size to achieved indoor acoustic

comfort the figure in appendix below show different details of texlon ETFE acoustic

cladding which cover both the external wall and the top cover against aeroplane noise ,

ceiling, internal walls

126
 7.0 Summary, Conclusion and Recommendation

7.1 Summary

The aim of this research is to evaluate acoustic design criteria in the design of faculty of

multimedia studies this was achieved by having an in-depth review of acoustic design of

educational facilities and the design criteria relevant to multimedia classroom

considering challenges in noise control generally in classroom and multimedia classroom

in particular.

In the push towards achieving indoor acoustic comfort and healthy environment for users

of multimedia classroom acoustic design, noise is a critical in media production design

While acoustic design of faculty poses a unique and complex design problem, in most

situations acoustic can be easily incorporated into building designs; however multimedia

classroom designs provide a special challenge. Unlike most building situations, where

direct finishes can occasionally grace a surface, multimedia require total control over

un wanted noise due to audio visual and high amplified equipment used in electronic

classroom space in order to achieved good quality ambient noise level .

The used of design criteria to achieved performance level such as reverberation (s),

indoor ambient noise level (dB) and other external acoustic design consideration in

maintaining a level of background noise and reverberant noise control that is sufficient

low to enable communication

7.2 Conclusion

The result from the various simulations of the case studies and the proposed project has

shown the ability to achieved acoustic synergy as audio, video and computer converge

in to multimedia and multimedia classroom. This thesis in particular adapted the,

127
reverberation and indoor ambient noise level as acoustic design criteria couple with other

architectural acoustic consideration capable of coming up with the best option to

enhance acoustic comfort in multimedia classroom.

7.3 Recommendations

from the case studies, it is apparent that acoustic design criteria was not considered in

designing the classroom without considering the amount of time the sound reverberate,

and the sound decibel (dB) on the space , other problems includes the size and type of

the window, finishes, car parking near the building etc. The following are thus

recommendations from the research;

i. Acoustic simulation test should be carried out to know what time and frequency

i.e decibel required for a place considering the nature and the function of that

space.

ii. Choose of Site , position of building on site against noise source

iii. Orientation of building on site are to be considerations.

iv. The use of acoustic material finishes should be incorporated in the design of

multimedia classroom to improve the quality of indoor ambient noise level.

7.4 Contribution to Knowledge

This proposal has made an effort to contribute to architectural knowledge in the field

of acoustic design as well as the design of faculty of Multimedia. This exercise has

assisted the researcher to generate a design proposal that has achieved the following

results:

A. The study established that indoor ambient noise level , reverberation time decay

and room geometry were the key acoustic design criteria in the design of

multimedia class room.

128
 B. Rectangular shape has been identified as the best building form for acoustic

design of multimedia class room

7.5 Area for Further Research

As it has been established that entertainment and education are field where multimedia

has its dominance and in line with this research there is need for further investigation on

acoustic design criteria in both virtual and sound stage studio in faculty such as

multimedia studies for academic purpose.

129
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 APPENDICES

Appendix I: : Site plan of the entire proposed faculty of multimedia studies.

Appendix II: Plan in relation to the site

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Appendix III: Ground floor plan

Appendix IV: First floor plan

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 Appendix V: Second floor plan

Appendix VI: Elevational view

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Appendix VII: Elevational view

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Appendix VIII: showing 3D

Appendix IX: showing Texlon acoustic cladding

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Appendix X: showing 3D

Appendix XII: Ground Floor Plan Working drawing.

Appendix XI: First floor plan Working Drawing

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Appendix XIII: second floor plan Working Drawing.

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Appendix XIV: Roof plan Working Drawing

Appendix XV: Section

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Appendix XVI: Detail showing texlon ETFE acoustic cladding

Appendix XVII: Showing Aluminum composite panel as roofing material

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Appendix XVIII: Acoustic ceiling materials and the connection techniques

Appendix XIX: Detail illustration of how ceiling acoustic materials are connected in

sequence

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Appendix XX: Detail illustration of acoustic panel connection to the edge of the wall

Appendix XXI: Elevation view of the acoustic panel

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