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How can we minimize the Effect of Noise Pollution on Learning and Teaching

Process, in Bahir Dar Institute of Technology

Introduction
Noise is unwanted sound that striking the human ear drum. A sound of frequency 65dB is the
normal level of conversation with the person at a distance at one meter. A sound of frequency
125dB gives the sensation of pain to the ear while 150dB frequency might kill human being (WHO,
1999)

The noise is either natural or manmade. The natural noise includes thunder, lightning, earthquake
etc. while manmade noise includes use of electrical devices, musical instruments etc. The major
categories of noise pollution are: Transport, Industrial, Construction, Community, customer noise
(WHO, 1999).

The frequency limits of audibility are from 20 HZ to 20,000 HZ. Sounds of frequencies less than
20 HZ are called infrasonic and greater than 20,0000HZ are called ultrasonic. The intensity of
sound is measured in sound pressure levels (SPL) and common unit of measurement is
decibel, dB noise (WHO, 1999).

High frequency or ultrasound above the normal audible range can affect the circular canals of the
inner ear and make one suffer from nausea and dizziness. Low frequency noise can produce
resonance in the body organs giving the effects of increased heartbeat variations in blood pressure,
breathing difficulties. Besides these vomiting, deafness, loss of appetite, loss of sleep, fatigue and
even cardiac failure may occur (Louis Hagler, 1998).

Noise causes frustrations and is associated with difficulty in concentration, disturbance of rest,
alteration in normal sleep pattern, hypertension which increases in sweating, hepatic ulcer,
undesirable change in gastro intestinal tract, behavioral and emotional stress. Brain is also affected
by loud and sudden noise such as that of jet aero plane noise which causes psychiatric illness.
Noise is responsible for the increased consumption of alcohol, drugs, tranquilizers, increased
reliance on sedatives and sleeping pills. There is a link between high noise levels and fetus
development. It correlates between low weight birth babies and high sound levels abnormality
includes harelip, cleft pallet, and defects in spine, neuron and immune deficiencies Harris, (1979).

The learning environment dramatically affects the learning outcomes of students. Noise,
inappropriate temperature, insufficient light, overcrowded class, inappropriate class layout all
make up factors that could be confounding variables distracting students in class (gilavand 2016).
This study was conducted to minimize the effect of noise in on teaching learning process at NDA
class rooms
Statement of the Problem
Poly campus is one of the largest public institutes which have many students, lab machineries,
main road, vehicles, and construction. These led to an increase in sound levels that have negative
effects on the people. High exposure to noise level can cause feeling of annoyance and irritation,
and number of health related effects. this high level of sound near to class can affect the teaching
learning process in class as a result it can decrees the students daily performance finally the lesson
objectives cannot achieve this action research aims to evaluate and minimize noise pollution level
in class rooms.

Objectives

General objective

The general objective of this action research is to minimize the effect of noise pollution on the
teaching learning process in class rooms

Specific objective

To identify the source of noise pollution


To assess the level noise pollution in the class rooms
Apply to reduce the effect of noise pollution in the class room

To identify the result of noise pollution after the action

ELITERTUR VIEW

To fully understand noise control, fundamental knowledge of acoustics is required. Although

well covered in the specialised literature ( OSHA, 1980; Beranek, 1988; Beranek and Ver, 1992;

To control noise at the source, it is first necessary to determine the cause of the noise and

secondly to decide on what can be done to reduce it. Modification of the energy source to

reduce the noise generated often provides the best means of noise control. For example, where
impacts are involved, as in punch presses, any reduction of the peak impact force (even at the

expense of a longer time period over which the force acts) will dramatically reduce the noise

generated.

Generally, when a choice of mechanical processes is possible to accomplish a given task, the

best choice, from the point of view of minimum noise, will be the process which minimises the

time rate of change of force or jerk (time rate of change of acceleration). Alternatively, when

the process is aerodynamic a similar principle applies; that is, the process which minimises

pressure gradients will produce minimum noise. In general, whether a process is mechanical or

fluid mechanical, minimum rate of change of force is associated with minimum noise.

Among the physical phenomena which can give origin to noise, the following can be

mechanical shock between solids,

unbalanced rotating equipment

friction between metal parts,

vibration of large plates,

irregular fluid flow, etc.

Control of noise at the source may be done either indirectly ,i.e.generally, or directly ,i.e. related

to the design process addressing one of the causes cited above. The latter is the aim of ISO TR

11688.

NOTE: In noise control by design the terms direct and indirect sometimes are used for the path

of sound from the generation to propagation in the air. So airborne sound in a fan is radiated

directly but solidborne sound in a gear is transmitted to the wall of the casing and radiated as
airborne sound indirectly.

GENERAL SOURCE NOISE CONTROL CAN INVOLVE:

Maintenance:

- replacement or adjustment of worn or loose parts;

- balancing of unbalanced equipment;

- lubrication of moving parts;

- use of properly shaped and sharpened cutting tools

Students will read selected informational articles regarding noise pollution in

the ocean. Students will then synthesize the information from their readings

related to noise pollution effects on ocean life in an essay detailing causes

and effects of marine noise pollution. To address the implications of what

they have learned, students will include a discussion of whether government

regulations are needed to deter future noise pollution. The articles to be used

in this module include:

Brown, S. F. (1995, The sound of global warming. Popular Science, 247(1),

59-59,62+.

There are 3 ways to solve noise problems: Absorption, deflection. and isolation.
ABSORB NOISE – by using: Eco-Absorber panels, fabric wrapped wall panels, scrim wrapped
panels, quilted curtains/panels, and perforated panels.

STOP NOISE – Deflect noise by using: Noise control barrier or quilted panels.

ISOLATE NOISE – by using: Acoustic decoupler, Kellett pads, noise control barrier, and isolation
hangers and bases.

Interesting Fact: A 10 decibel reduction (10 STC) will reduce the noise heard by up to 50%. A 20-
decibel reduction (20 STC) will reduce the perceived noise heard by 75%. Therefore, our noise
control barrier stops up to 75% of the noise heard through a standard wall. We can help you learn
how to soundproof a room.

Installation Instructions for Noise Control Barrier: For new wall, ceiling or floor construction,
attach the barrier directly to one side of the the new stud wall, on the bottom of floor joists or
ceiling rafters by using roofing nails or staples to secure the barrier and then cover the barrier with
dry wall or wood paneling such as our red oak Tambour T831FRP using our Loctite glue. On a
finished wall or ceiling, the barrier needs to be installed on to furring strips(at least a 1/2″ thick)
that would be attached to the existing drywall spaced 16″ on center. This allows the barrier to be
decoupled from the wall allowing the barrier to absorb the energy and eliminate it. You then cover
the barrier in the same manner as mentioned above. Barrier can also be laid above acoustical tiles
to prevent noise transfer into the plenum. [/expand]

Traffic Lights - This is something I use to keep the noise level of my classroom at an acceptable
level.

To introduce the concept, I have a discussion with the students about what the different traffic
lights mean (red = stop, yellow = slow down, green = go.) Then I tell them that we'll be using
traffic lights in the classroom, not for moving traffic, but for speaking traffic.

Traffic Lights - This is something I use to keep the noise level of my classroom at an acceptable
level.
To introduce the concept, I have a discussion with the students about what the different traffic
lights mean (red = stop, yellow = slow down, green = go.) Then I tell them that we'll be using
traffic lights in the classroom, not for moving traffic, but for speaking traffic.

Then I ask them "What would it mean if I said 'Red Light'?" The answer would be "No talking." I
ask similar questions for yellow and green lights, the answers being that yellow means they can
ask questions if they raise their hands, and green means they can talk freely.

Then I ask them "What would it mean if I said 'Red Light'?" The answer would be "No talking." I
ask similar questions for yellow and green lights, the answers being that yellow means they can
ask questions if they raise their hands, and green means they can talk freely.

Classroom Management - Noise level

Traffic Lights - This is something I use to keep the noise level of my classroom at an acceptable
level.

To introduce the concept, I have a discussion with the students about what the different traffic
lights mean (red = stop, yellow = slow down, green = go.) Then I tell them that we'll be using
traffic lights in the classroom, not for moving traffic, but for speaking traffic.

Then I ask them "What would it mean if I said 'Red Light'?" The answer would be "No talking." I
ask similar questions for yellow and green lights, the answers being that yellow means they can
ask questions if they raise their hands, and green means they can talk freely.

Methodolog
Planig The Action Research Process(hyyiyyyuuyyyu)

Educational action research can be engaged in by a single teacher, by a group of colleagues who
share an interest in a common problem, or by the entire faculty of a school. Whatever the
scenario, action research always involves the same seven-step process. These seven steps, which
become an endless cycle for the inquiring group, are the following:

1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data
5. Analyzing data
6. Reporting results
7. Taking informed action

MATERIAL =Quaternary paper, notice paper that says please do not deserve hear

First we selected the possible areas for action research then also selected the agreed area for
action research .then prepare the quationary paper after that select 40 students randomly
for the quationary Although data analysis often brings to mind the use of complex statistical
calculations, this is rarely the case for the action researcher. A number of relatively user-friendly
procedures can help a practitioner identify the trends and patterns in action research data. During
this portion of the -step process, we researchers will methodically sort, sift, rank, and examine
their datTaking informed action, or “action planning,” the last step in the action research process,
is very familiar to most teachers. When teachers write lesson plans or develop academic programs,
they are engaged in the action planning process. What makes action planning particularly
satisfying for the teacher researcher is that with each piece of data uncovered (about teaching or
student learning) the educator will feel greater confidence in the wisdom of the next steps.
Although all teaching can be classified as trial and error, action researchers find that the research
process liberates them from continuously repeating their past mistakes. More important, with each
refinement of practice, action researchers gain valid and reliable data on their developing
virtuosity.a to answer two generic questions: