Acoustics as a Course in the Undergraduate Physics Curriculum

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  • sir i want to undertake a crash cource in acoustics in building environment . please let me know the institutes specialised in this area in india.
    thanks
    ar. ninad
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  • Acoustics as a Course in the Undergraduate Physics Curriculum

    1. 1. ACOUSTICS AS A COURSE IN THE UNDERGRADUATE PHYSICS CURRICULUM Farhat Surve Dept. of Physics, Nowrosjee Wadia College, Pune, MS, India
    2. 2. <ul><li>Three year BSc physics degree at UoP </li></ul><ul><li>The problem: missing employability factor </li></ul><ul><li>The solution: reorientation and incorporation of electives </li></ul><ul><li>Acoustics - the working elective </li></ul><ul><li>Organization and features </li></ul><ul><li>Accreditation and growth </li></ul>
    3. 3. Why electives? The goal <ul><li>Student must possess at least one skill-set in case of a post-BSc exit for employment </li></ul><ul><li>Incorporate employment assisting content: develop modules depending upon the skills sought after by employers </li></ul><ul><li>Content for acoustics was driven by industry: tasks for which consultancy was being sought at EARL </li></ul>
    4. 4. Acoustics as an elective <ul><li>Pilot course run at the final year BSc level- 1991, accepted by the BoS at UoP in 1992 </li></ul><ul><li>Revised every four years thereafter </li></ul><ul><li>Incorporated modules with emphasis on experimentation underlying theory and design </li></ul><ul><li>Central to the course is the study of applied acoustics supported by simultaneous studies in electronics and computational physics </li></ul>
    5. 5. Goals specific to acoustics <ul><li>Build a clear conceptual understanding to develop skills for problem solving in applied acoustics </li></ul><ul><li>Extend the ability to look for and if required construct inter relationships between concepts for solutions to unconventional problems </li></ul>
    6. 6. <ul><li>Transmission phenomenon : normal and oblique incidence, transmission coefficients, experimental determination of coefficients using SWR technique </li></ul><ul><li>Acoustics analogies: analogies between acoustical, electrical and mechanical systems, Helmholtz resonator </li></ul><ul><li>Acoustic filters: reflection in pipes, side branch, expansion chamber type filter, experiments with mufflers </li></ul><ul><li>Architectural acoustics: growth and decay of sound in live rooms, reverberation time, Sabine’s and Eyring’s formula, articulation, measurement of reverberation time ; acoustic flaws in enclosures </li></ul><ul><li>Noise control: near, far and reverberant fields, directivity index and factor, porous acoustic materials, specific flow resistance; transmission loss and room levels, noise reduction by design, mufflers, power levels </li></ul><ul><li>Lab: Acoustical evaluation of a hall/studio; Study of mufflers for noise reduction; Ultrasonic Interferometer; Acoustic power output using hemispherical array </li></ul>The content : Semester I
    7. 7. <ul><li>Speech and hearing: mechanism, LL, phon, sone, determining threshold of audibility experimentally </li></ul><ul><li>Electroacoustic transducers: Microphones: design and operational features of carbon, moving coil, condenser and ribbon microphones; calibration; polar response - experimental determination/simulation </li></ul><ul><li>Loudspeakers: direct radiator dynamic, efficiency, voice coil parameters, acoustic power output and frequency response ; cabinets , horns, cutoff frequency </li></ul><ul><li>Sound recording and reproduction: attenuators, equalizers; monaural, binaural, monophonic, stereophonic sound systems; magnetic tape recording and reproduction; motion picture sound recording - variable area and variable density </li></ul><ul><li>Lab: Audibility curve; Loudspeaker frequency response; Polar response of microphone; Calibration of microphone by closed chamber method; Study of tape recorder and graphic equalizer </li></ul>The content : Semester II
    8. 8. Facilities/Laboratory <ul><li>Reverberation analyzer RT 60 ; impedance characterization suite; loudspeaker testing and microphone calibration suite; vibration studio; assortment of mufflers </li></ul><ul><li>Parallel computing facility and electronics laboratory </li></ul><ul><li>EARL: content nurturing, blends teaching with research; churns extensions to existing experiments </li></ul>
    9. 9. Organization and coverage <ul><li>Theory: 15%; 2 out of 12 courses; 1 out of 6 courses per semester (48 lectures) </li></ul><ul><li>Special lab: 25%; 1 out of 4 lab-courses (8 labs); 4 labs per semester </li></ul><ul><li>Project work : add 2 courses of project work; 96 interactions spread over two semesters </li></ul><ul><li>Maximum overall weight: 25% </li></ul>
    10. 10. Evaluation <ul><li>Evaluation based on six examinations </li></ul><ul><li>Theory: 4 examinations - internal 20% along with university external 80% every semester </li></ul><ul><li>Lab: 2 examinations - continuous internal 20% and one time annual external 80% </li></ul>
    11. 11. Special features <ul><li>Project: equivalent to 2 courses at EARL on campus or in collaboration with industry </li></ul><ul><li>Infuses ability to complete well-defined study of a limited problem; writing a brief and coherent report </li></ul><ul><li>Employability: industries approach EARL for consultancy; need trained manpower; student interaction leads to placement </li></ul><ul><li>Research: students can join EARL after MSc leading to MPhil, PhD </li></ul>
    12. 12. Accreditation and assessment <ul><li>Syllabus constructed by conducting series of meetings and workshops organized by the BoS </li></ul><ul><li>Undergraduate teacher participation </li></ul><ul><li>Electives meet educational standards set by UGC and the BoS at UoP. </li></ul><ul><li>Post revision reviews at regular intervals/ every 3 years programmed into the system </li></ul>
    13. 13. In conclusion Where do we stand? <ul><li>Students approach industry for projects </li></ul><ul><li>Project component reoriented to include problems relating design </li></ul><ul><li>Placement: increased from 13% to 33%; up 20%; (specific skill-set independent) </li></ul><ul><li>Association between engineering/technical institutes and science colleges enriched </li></ul><ul><li>Outcome: postgraduate MSc course in acoustics– Acoustics and entertainment electronics; pilot 1992; departmental 1993 </li></ul>
    14. 14. <ul><li>UoP: www.unipune.ernet.in </li></ul><ul><li>Indian Academy of Sciences: www.ias.ac.in/resonance/ </li></ul><ul><li>Nowrosjee Wadia College: www.nwadiapune.com </li></ul><ul><li>VSNL: http://education.vsnl.com/ dr_farhat_surve_phd </li></ul>
    15. 15. THANK YOU! Farhat Surve Dept. of Physics Nowrosjee Wadia College Pune- 411 001(MS) INDIA [email_address] 91-20-261622944(W) 91-20-261623108(Fax)

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