Acoustical Engineering Design

Learning Outcomes

Disciplinary Specific Learning Outcomes

Having successfully completed this module you will be able to:

• Produce a list of suggested design features and noise control improvements and predict what benefit these might produce.
• Be able to present your findings to an engineering audience in a clear and well-structured oral and written presentation
• Develop appropriate physical models, produce a numerical implementation of such and then use the numerical models to design against specified targets.
• Take noise and vibration measurements, analyse the data for frequency content and interpret this in terms of the sources and transmission.
• Identify and quantify any vibration control features, e.g. isolation and compare against simple lumped parameter models where possible.

Learning Outcomes

Having successfully completed this module you will be able to:

• C1/M1 As a part of individual coursework, students design a suspension/vibration-isolation system. They learn how to use the equations of motion of a system to evaluate its vibration response. In another assessment, students design a silencer applying the transfer matrix method to explore sound propagation in a complex duct system. C2/M2 In the two assessments, the students analyse and demonstrate their understanding of two classical problems in acoustical engineering: vibration isolation and noise control. They apply the acquired skills to ensure that the design of a vibration isolator and a duct noise reduction system meet the desired operational characteristics. In designing and testing a silencer they use engineering judgment to work with a test rig and measured data that offers a limited but correct representation of a real system. They discuss the limitations of the techniques employed. C3/M3 In the assignments, students apply frequency domain modelling and a transfer matrix approach to represent the vibration response of a system and the sound propagation in a duct. In both cases they discuss and evaluate the limitations of the modelling techniques employed. C4 In both assignments, students select and evaluate technical literature, including textbooks and technical standards, and other sources of information to address the design of a vibration isolator and the modelling, design, and manufacturing of a silencer. C5 With the first assignment the students design a vibration isolator considering health and safety aspects such as meeting the comfort criteria defined in international standards. In the other assignment, students design, manufacture, and test an original silencer that achieves a predefined noise reduction. They learn how this process can be used to meet local noise regulations. C6 In order to solve the complex problems assigned, the students combine skills related to dynamics, vibration, signal processing, acoustics, and noise control. They report on this in their written assignment and in their group presentation. Students will learn how the design of silencers and vibration isolation needs to be part of the integrated system of the relevant application, with potentially complex interactions between components. C7 Students will consider the sustainability of the materials used when designing silencers or vibration isolation systems C12 For the second assignment, students design, manufacture and test a silencer. To achieve this, they combine sections of circular ducts and undertake noise measurements in a laboratory. They show and discuss the silencer and its effectiveness in their assessed presentation. C13 In the first assignment, students select an appropriate material for the vibration isolator. In the second assignment they use laboratory measurement equipment to define the spectrum of a noise source and measure noise levels and spectra. In the assessed presentation they also discuss the limitations of the measurement method adopted in the laboratory. C14 The principles of quality assurance will be introduced into the design tasks and students will need to demonstrate how they ensure that systems being designed meet relevant quality standards. C15 in the design tasks, students need to consider the safety and legal frameworks that their products will be operated in and how they can show that relevant standards are being adhered to C16 The students complete the design of a silencer in a group of 3 or 4. They identify a team leader/coordinator and divide up the tasks required to assess the problem and achieve a solution. In the final presentation, they report on teamwork explaining their roles as members or leaders of the team. They reflect on the effectiveness of their own and the team's performance. C17 In the second assignment the students prepare and deliver a group presentation to communicate effectively on the modelling, design, manufacturing, and testing of the noise reduction system. They are assessed and receive feedback on the effectiveness of the communication.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.