Jet Noise Reduction

One design for three-dimensional multimicrophone probes is the four-microphone orthogonal design consisting of one microphone at an origin position with the other three microphones equally spaced along the three coordinate axes. Several distinct processing methods have been suggested for the estimation of active acoustic intensity with the orthogonal probe; however, the relative merits of each method have not been thoroughly studied. This comparative study is an investigation of the errors associated with each method. Considered are orthogonal probes consisting of matched point sensor microphones both freely suspended and embedded on the surface of a rigid sphere. Results are given for propagating plane-wave fields for all angles of incidence. It is shown that the lowest error for intensity magnitude results from having the microphones in a sphere and using just one microphone for the pressure estimate. For intensity direction, the lowest error results from having the microphones in a sphere and using Taylor approximations to estimate the particle velocity and pressure. (C) 2012 Acoustical Society of America. [http://dx.doi.org/10.1121/1.3692242]

Exploding hydrogen-oxygen balloons are popular chemistry demonstrations. Although initial research experimentally quantified potential hearing risk via analysis of peak levels [K. L. Gee et al., J. Chem. Educ. 87, 1039-1044 (2010)], further waveform and spectral analyses have been conducted to more fully characterize these impulsive noise sources. While hydrogen-only balloons produce inconsistent reactions and relatively low, variable levels, stoichiometrically mixed hydrogen-oxygen balloons produce consistent high-amplitude noise waveforms. Preliminary consideration is also given to the potential use of these exploding balloons in architectural acoustics applications. (C) 2012 Acoustical Society of America

This paper presents a physical demonstration of an audio-range line array used to teach interference of multiple sources in a classroom or laboratory exercise setting. Software has been developed that permits real-time control and steering of the array. The graphical interface permits a user to vary the frequency, the angular response by phase shading, and reduce sidelobes through amplitude shading. An inexpensive, eight-element loudspeaker array has been constructed to test the control program. Directivity measurements of this array in an anechoic chamber and in a large classroom are presented. These measurements have good agreement with theoretical directivity predictions, thereby allowing its use as a quantitative learning tool for advanced students as well as a qualitative demonstration of arrays in other settings. Portions of this paper are directed toward educators who may wish to implement a similar demonstration for their advanced undergraduate or graduate level course in acoustics. (C) 2012 Acoustical Society of America. [DOI: 10.1121/1.3676723]

Exploding gas-filled balloons are common chemistry demonstrations. They also provide an entertaining and educational means to experimentally verify nonlinear acoustical theory as described by the Earnshaw solution to the lossless Burgers equation and weak-shock theory. This article describes the theory, the demonstration, and the results of a propagation experiment carried out to provide typical results. Data analysis shows that an acetylene-oxygen balloon produces an acoustic shock whose evolution agrees well with weak-shock theory. On the other hand, the pressure wave generated by a hydrogen-oxygen balloon also propagates nonlinearly, but does not approach N-wave-like, weak-shock formation over the propagation distance. Overall, the experiment shows that popular demonstrations of chemical reactions can be extended from chemistry classrooms to a pedagogical tool for the student of advanced physical acoustics. (C) 2012 Acoustical Society of America. [DOI: 10.1121/1.3676730]

Research in physics education has indicated that the traditional lecture-style class is not the most efficient way to teach introductory physical science courses at the university level. Current best teaching practices focus on creating an active-learning environment and emphasize the students' role in the learning process. Several of the recommended techniques have recently been applied to Brigham Young University's introductory acoustics course, which has been taught for more than 40 years. Adjustments have been built on a foundation of establishing student-based learning outcomes and attempting to align these objectives with assessments and course activities. Improvements have been made to nearly every aspect of the course including use of class time, assessment materials, and time the students spend out of the classroom. A description of the progress made in improving the course offers suggestions for those seeking to modernize or create a similar course at their institution. In addition, many of the principles can be similarly applied to acoustics education at other academic levels. (C) 2012 Acoustical Society of America. [DOI: 10.1121/1.3676733]

Research in physics education has indicated that the traditional lecture-style class is not the most efficient way to teach science courses at the university level. Current best-teaching practices focus on creating an active-learning environment and emphasize the students' role in the learning process. Several of the recommended techniques have recently been applied to Brigham Young University's acoustics courses. Adjustments have been built on a foundation of establishing student-based learning outcomes and attempting to align these objectives with assessments and course activities. Improvements have been made to nearly every aspect of the courses including use of class time, assessment materials, and time the students spend out of the classroom. The progress made in bringing two of the courses, specifically an introductory, descriptive acoustics course for a general audience and a junior level introduction to acoustics course for majors, is described. Many of the principles can be similarly applied to acoustics education at other academic levels. Suggestions are made for those seeking to modernize courses at their institutions.