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APRIL 2007
Acoustics
Today
Structural Acoustics, Part 2
Undergraduate Acoustics Students
Meuccis Speaking Telegraph
and more
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the Acoustical Society
of America
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Acoustics Today
A Publication of the Acoustical Society of America
Volume 3, Issue 2
April 2007
Cover: To meet the need for quieter and more efficient air-moving and hydraulic machinery, the
Applied Research Laboratory built an air-breathing flow-through anechoic chamber. Its design was
based on specifications set by acousticians and hydrodynamicists at the Lab, and on experience and
recommendations of managers of nine other large-volume chambers.
Articles:
9 Structural Acoustics TutorialPart 2:
SoundStructure Interaction
Stephen A. Hambric and John B. Fahnline
Learn more about how vibrating structures interact with
air and water. This tutorial uses simulations and measurements to explain the interaction of structural vibrations and acoustic sound fields
28 Acoustics Courses at the Undergraduate Level:
How Can We Attract More Students?
Ilene J. Busch-Vishniac and James E. West
It might be possible to impact the flow of students into
acoustics fields being more thoughtful and proactive about
acoustics elective courses at the undergraduate level.
37 Antonio Meucci, The Speaking Telegraph, and The
First TelephoneAngelo J. Campanella
In 1898, Italian telecommunications engineer Basilia
Catania noticed a newspaper article about Antonio
Meucci that claimed that he invented a Sound
Telegraph before Alexander Graham Bell.
Departments:
46 Committee on Education in Acoustics: Science
Education and the Acoustical Society of AmericaAre
We Doing Enough?Uwe J. Hansen
Table of Contents
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Fig. 1. Low frequency vibration and acoustic fluid motion of a piston. Left baffled piston; Right unbaffled piston.
( 1)
(3)
Reliable Acoustic
Measurement Products
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2007 PCB Group, Inc. ICP and PCB are registered trademarks of PCB Group, Inc.
11
(4)
(5)
(6)
(7)
At high frequencies, the resistance asymptotes to a constant value, while the reactance decreases inversely proportionally to frequency:
.
(8)
(9)
We will learn more about radiation efficiency when we discuss how sound is radiated by plate modes.
At the bottom of Fig. 4, examples of how the fluid loading varies over the surface of a piston are shown at low, mid,
and high frequencies. Below a ka of /2, the fluid loading is
primarily reactive, or mass-like, weighing down the piston.
Above ka of /2, the fluid loading becomes more resistive,
absorbing energy in the form of sound from the vibrating
structure.
Now, let us suppose that the piston is the mass element of
a simple harmonic oscillator, where the mass (m) rests on a
grounded spring (k) and dashpot (b). We now consider the
effect of the complex fluid loading on the piston resonance,
where the piston mobility in-vacuo is:
.
(10)
Fig. 4. Radiation impedance of baffled circular piston. Topresistance and reactance as a function of frequency (and ka); Bottomspatial variability of resistance
and reactance at three discrete frequencies.
12
For a 1 gram piston of 16.6 mm radius, with spring constant k=1x105 N/m, and a damping constant b of 1, we compute the drive point mobility v/F in air (ignoring fluid load-
ing, using Eq. 10), and in water (including fluid loading using
Eq. 11). Next, we multiply R by the square of mobility to compute radiated sound power. Plots of the mobility magnitude,
radiation resistance (in air and in water), and the radiated
sound power for a unit force input are shown in Fig. 5.
The effect of mass loading on the piston in water is pronounced, shifting the piston resonance frequency downward,
and the overall mobility amplitude downward. The radiation
resistance (and reactance) of water is much higher than that
of air (be sure to note the multiple scales used on the resistance comparison plot). Therefore, radiated sound power is
quite different in air and in water, and the piston resonance
peaks occur at different frequencies.
13
(12)
(13)
(14)
ated by a given plate mode, along with an integral for computing the sound power radiation efficiency for each mode. We
show the far-field intensity below, near, and above the plate
coincidence frequency for the first three low-order modes of a
square 1m x 1m plate in Fig. 8. Recall from the first article that
we define mode orders as (m, n) pairs, where m and n correspond to the number of antinodes (regions of maximum deformation) in the plates x and y directions, respectively.
In the figure, the mode shapes of the plate are shown,
along with the corresponding far-field intensity patterns. At
low frequencies, the fundamental (1,1) mode radiates sound
omnidirectionally, like a baffled circular piston. Also at low
frequencies, the (1,2) mode radiates sound like a dipole, and
the (2,2) mode radiates like a quadrupole.
The figure also shows radiation efficiencies as a function
of acoustic wavenumber (frequency/acoustic wavespeed),
with a line shown to indicate the frequencies of the directivity plots. Notice how they resemble the normalized radiation
resistance of the baffled circular piston (Fig. 4). Below coincidence, the efficiencies increase rapidly with increasing frequency. The efficiencies peak at coincidence (exceeding 1,
showing that they are not true efficiencies!), and then asymptote to a value of one above coincidence.
Above coincidence, the far-field sound directivity
changes, with lobes of sound radiated from the structure at
critical angles. These critical angles may be computed using
the trace matching procedure described above for the infinite
plate. The critical angles exist for all plate modes except the
fundamental (1,1) mode, which radiates sound normal to the
plate at all frequencies, but with a spatial beamwidth that
narrows with increasing frequency.
Let us re-examine the radiation efficiencies below coincidence for the different mode orders. We see that the (1,1)
mode radiates sound most efficiently, followed by the (1,2)
mode, and then the (2,2) mode, which radiates sound least
efficiently. This trend shows an important result: modes with
odd m and n orders radiate sound much better than those
with mixed orders (odd-even or even-odd), which radiate
better than those with purely even orders (even-even).
Using the analytical radiation efficiencies, we can compute how much sound a rectangular plate radiates when driven by a point force. To do so, we combine the mobility formula from Part 1 of this article with radiation efficiencies
computed using the formulas in Wallace.8 Ignoring any fluid
loading effects on the structure (which we know will massload and radiation damp the structure from our exercises
with the baffled circular piston), we show the mobility, radiation efficiency, and radiated sound power for a unit force
drive in Fig. 9.
Starting with the mobility (top of the figure), we see how
the contributions from the individual modes compare to the
total mobility. The mobility is dominated by resonant
response at the resonance frequencies, and a mix of non-resonant responses away from resonance.
Next, examining the radiation efficiencies of the modes
shows the same trends we observed in Fig. 8that odd-odd
modes radiate sound very well, but modes with mixed and
even orders radiate sound poorly. The fundamental (1,1)
mode radiates sound very much like a baffled piston, and the
Fig. 8. Far-field sound intensity in air for various low-order simply supported 1 m
square flat plate modes. Topbelow coincidence, Middlenear coincidence,
Bottomabove coincidence.
15
(15a)
(15b)
16
Fig. 9. Mobility magnitude (top), radiation efficiency (middle), and radiated sound
power transfer function (bottom) of a simply supported 1m square 5 mm thick flat
steel plate in water driven at its quarter point (x=0.25 m, y=0.25 m).
(16)
(17)
(20)
Fig. 10. Blocked pressure field acting on a plate (right side of images) at 30 degree
angle of incidence. + and signs indicate phase variations in the waves.
17
(22)
(23)
The red, green, and blue terms in the equation represent the
damping, mass, and stiffness of the plate, respectively. The
amount of sound transmitted depends on the fluid properties, the structural properties, frequency, and the angle of the
incident pressure wave with respect to the plate.
Some typical transmission loss plots, computed as
10log10(1/) are shown in Fig. 11. For acoustic waves not normally incident to the plate, sharp dips appear in the transmission loss. These dips correspond to sharp peaks in the transmission coefficient (transmission loss is the inverse of the
transmission coefficient), and act as strong pass-bands of incident sound. The dips are at the coincidence frequencies of the
plate. Recall that the coincidence frequencies depend not only
on the plate, but on the angle of incidence of the sound waves.
As the angle of incidence changes, the coincidence frequency
and the frequency of the transmission loss dip changes as well.
At low frequencies, the mass term in Eq. 23 determines
the transmission loss, which increases with the square of frequency (6 dB/octave, or 6 dB for each doubling of frequency). At high frequencies, above the coincidence dip, plate
18
Fig. 11. Typical transmission loss plot for variable angles of incidence. Grazing incidence refers to acoustic waves that are nearly in the plane of the plate.
Fig. 12. Incident and transmitted sound fields around an infinite 25 mm thick steel
plate, 30 degree angle of incidence. Topat 50% of coincidence, Bottomat coincidence. Dark blue and red indicate high pressures, and green indicates low pressures.
G.R.A.S. Sound & Vibration cost-efficient systems for beam-forming and acoustic holography.
19
cies! It does not include the coincidence dip, or the high-frequency stiffness effects. To consider these effects, and those
of finite panel boundaries, other techniques are used, like
SEA. In fact, one of the early SEA applications was for single
and double panel transmission loss calculations. Price and
Crockers famous papers12, 13 clearly show the coincidence dips
in transmission loss, and the importance of varying panel
thicknesses in double panel systems.
sures measured at five hydrophone locations are used to estimate the sound power transfer function (P/F2).
The sound power transfer functions for several drive locations on an elbowed pipe (the same pipe described in Part 1 of
this article) are shown in Fig. 14, adapted from another
NoiseCon article,17 this one from 2005. The measurements
were made in one-third octave bands, and show that the sound
power transfer functions vary with drive location (just as
mobility functions do). Annotations on the graph show where
various shell modes cut on (again, see Part 1 of this article to
refresh your memory on what shell modes are).
It is often useful to compare sound power transfer functions to that of an ideal dipole source:
,
(26)
Fig. 14. Sound power radiated by Schedule 10 Steel 3 inch pipe with elbow, pipe
length/diameter~12.
cies. At other frequencies, usually between structural resonances, the structure attenuates the drive.
The sound power transfer functions can also be combined with a surface-averaged mobility measurement to
compute radiation efficiency:
.
(27)
Pressure, intensity, and sound power are measured very differently in anechoic rooms. The walls of a typical anechoic
chamber are coated with sound absorption materials. Foam
wedges are common, as shown in Fig. 15. The absorbing
material nearly eliminates the reflection of sound by the
walls. The pressure measured around a sound source placed
in an anechoic room is due only to acoustic waves propagating away from the source.
Anechoic environments allow for more refined measurements of sound fields, both over space and frequency.
Directivity plots like those in Fig. 3 and Fig. 8 may be measured. Also, narrow-band frequency spectra may be computed. However, whereas only a few pressure measurements are
Fig. 16. Hand-held acoustic intensity probe. Two microphones are separated by a
known distance x so that particle velocity may be computed using a finite difference approximation. The mean pressure and estimated particle velocity are combined to compute the active, or real part of acoustic intensity in the direction along
the x-axis.
21
v = - p as we travel along the boundary. Thus, it is impossible to duplicate the level of continuity in the actual surface
pressure distribution with simple interpolation functions and
it is also impossible to exactly enforce the specified boundary
conditions!
From a practical point of view, how is all this relevant?
First, many of the research papers written about boundary
element methods in the last ten years are concerned with
sorting out the mathematical details of the integrals. These
papers are written by, and for, people writing their own
boundary element codes. A novice would find it very difficult
to understand all the mathematical complexities.
(Admittedly, even after years of dedicated effort, we find
many of the papers incomprehensible.) A reader interested in
a simple explanation of boundary element methods will find
the earliest papers on the subject, written in the 60s, much
easier to understand.20, 21, 22 Also, for the casual users who are
not trying to write their own boundary element code, it is
only important to understand that current boundary element
codes are not perfect. They probably do not take care of the
singularities in the KHIE such that the acoustic field is strictly non-singular. Nonetheless, it has been well shown over the
years that even simple approximations for the pressure and
normal surface velocity weighting functions yield adequate
numerical solutions for many problems.22
After constructing and solving the matrix system, the
pressures and normal velocities are known for each element
of the boundary surface. The KHIE can then be used to
directly compute the pressure at each desired field point location. The overall sound power output can be computed by
setting up a grid of field point locations on a surface enclosing the structure and numerically integrating the acoustic
intensity over the surface. In theory, the power output can
also be computed directly using the pressure and normal
velocity on the boundary surface, but this is problematic
because this is where the largest errors tend to occur in a
boundary element solution.
Aside from the mathematical details in evaluating the
integrals, most recent innovations in boundary element
methods have concerned ways to increase the speed of the
computations and reduce storage requirements. As with all
numerical computations, boundary element methods have
(29)
(30)
Fig. 17. A structural mesh for a speaker with two different acoustic meshes.
23
Fig. 18. Finite element predictions for the first two mode shapes and resonance frequencies of a thin shell. The rigid ends on both sides of the shell simulate semi-infinite rigid baffles.
around the circumference. Table 2 lists the resonance frequency ratios given by Berot and Peseux along with numerical predictions for the various acoustic element meshes.
In the table, NA is the number of acoustic elements for
each of the boundary element meshes. Clearly, the numerical and analytical predictions match each other closely,
although a relatively fine acoustic mesh is necessary in the
circumferential direction to achieve convergence for the
higher order modes, as was expected. Overall, for structures
submerged in water, the fluid-loading analyses has been
shown to yield excellent predictions for the added mass.
We consider a cavity-backed plate as a second example
problem with structural-acoustic coupling. In the 1970s,
Guy and Bhattacharya24 studied transmission loss through a
cavity-backed finite plate and their results have been used
subsequently by several authors to validate numerical predictions. We will similarly use the problem to illustrate how
dipole sources can be used to model interior and exterior
acoustic fields simultaneously in a scattering problem.
Figure 19 shows the geometry of the cavity and plate.
The plate is 0.914 mm thick and is made of brass with
properties E = 106 GPa, = 8500 kg/m3, v = 0.3, and the
surrounding air has properties c = 340 m/s, and = 1.2
kg/m3. The plate is simply-supported and the backing cavity has rigid walls. We want to compute the transmission loss
through the plate to a field point location at the center of
the back wall of the cavity. Guy and Bhattacharyas transmission loss is actually just a ratio of the incident pressure
and the pressure near the back wall of the box:
.
Table 2. Analytical and numerical predictions for the resonance frequency ratios
(in fluid/in vacuo) of the circular shell. Mode orders are indicated as (m,n) pairs,
where m is the order along the axis, and n is the circumferential harmonic.
24
(31)
For the numerical analysis, we can perform the computations in one of two ways. We could simply apply mechanical forces to produce a uniform pressure to the top surface
of the plate, as in the studies by S. Suzuki, et al.25 and M.
Guerich and M. A. Hamdi,26 or we could simulate the experiment using an acoustic source as the excitation. We will use
the latter method. The surface of the cube is divided evenly
into 144 quadrilateral elements, yielding a boundary surface mesh with 864 structural elements.
The incident pressure is computed knowing the source
location and the distance to the center of the plate. The
results in Fig. 20 show very good agreement between our
numerical predictions and Guy and Bhattacharyas experi-
Summary
In Part 2 of this tutorial on structural acoustics, we have
learned about how acoustic fluids interact with structures,
both as an acceptor and a cause of vibrational energy. We
have presented some simple and difficult concepts in a relatively short article (entire textbooks are devoted to the subjects we have discussed), and hope the information is useful
as a handy reference. For those of you who are interested in
learning more about these topics, please look through the
references we have provided. You are also welcome to enroll
in the SoundStructure Interaction course offered by the
Penn State Graduate Program in Acoustics for a more thorough treatment of this subject.
Of course, there is much we have not explained, but we
can refer you to other strong references on those subjects.
For example, we have focused almost entirely on the interaction of structures with exterior fluids. Acoustic cavities
contain resonances which can interact with the walls that
bound the interior space, particularly at low frequencies.
Some classic papers which introduce this topic are those by
Pretlove27 and Dowell.28 During the Active Noise Control
(ANC) boom of the 1980s and 1990s, many people investigated how to control the sound within acoustic cavity
modes by driving the enclosure boundaries with tuned
forces. Nelson and Elliotts textbook29 is a good reference on
ANC.
Another relatively modern structuralacoustic topic is
Nearfield Acoustic Holography (NAH), which is an inverse
technique for inferring a structures surface vibrations from
a complex pressure hologram measured near the surface.
Once the surface velocities are known, numerical boundary
value techniques can be used to compute the far-field sound
radiation. We recommend the textbook by Williams30 to
those interested in NAH.
Acknowledgments
We are grateful for our daily interaction with the
ARL/Penn State Structural Acoustics Department (Andrew
Barnard, Robert Campbell, Stephen Conlon, David Jenkins,
and Tim McDevitt), along with some of our students in Penn
States Graduate Program in Acoustics, in particular, Ben
Doty, who measured the response of the elbowed pipe.AT
References for further reading
1
2
3
25
6
7
8
9
10
11
12
13
14
15
16
17
26
18
19
20
21
22
23
24
25
26
27
28
29
30
Stephen A. Hambric
is head of the
Structural Acoustics Department at
the Applied Research
Lab at Penn State
and Associate Professor in the Graduate Program in
Acoustics. Prior to
joining Penn State
in 1996, Dr. Hambric
worked for nine
Steve Hambric and his daughter Lily.
years in the Compu t a t i o n a l
Mechanics Office at the Naval Surface Warfare Center,
Carderock Division. Dr. Hambric has directed many numerical and experimental flow and structural acoustics research and
development programs for the Navy, U.S. industry, and the U.S.
Nuclear Regulatory Commission. He has authored over 60
conference and journal articles and advised many graduate students at Penn State. He teaches courses in Structural Acoustics,
and Writing for Acousticians on campus at Penn State, and also
to off-campus students working in industry and government.
He currently serves on the board of directors of the Institute for
Noise Control Engineering (INCE), on the Executive
Committee of the ASMEs Noise Control and Acoustics
Doors up to STC 55
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27
and
James E. West
Johns Hopkins University, Department of Electrical and Computer Engineering
3400 North Charles Street
Baltimore, Maryland 21218-2681
A study conducted in 1996 by acoustics is perceived as a sion, through examination of the variPatricia Kuhl, then Vice President of
ous elements of a good course, and by
the Acoustical Society of America
attention to the special opportunity
mature field with waning
(ASA), and Joseph Dickey, then Chair
afforded acoustics to address issues of
of the ASA Membership Committee,
diversity. Based on our findings, we
interest shown by students,
found that the ASA membership is prepresent actions that might have a posidominantly male and aging.1 The ASA
tive impact on student recruitment into
and that one means to
also is overwhelmingly comprised of
acoustics and on the excitement associmajority populations (although we do counter this trend is to create ated with the field.
not collect race/ethnicity data so it is
Characteristics of the profession
not possible to provide hard data here).
more courses at the
One means of studying the
Students now make up 14 percent of
acoustics
profession is to consider the
the membership.
undergraduate level designed
ASA as a proxy for the professional
While there is nothing terribly surdemographics. The ASA was formed
prising in the results of the memberto attract students to the
in 1929 as a scientific professional
ship survey, it suggests that the largest
organization and it joined with three
professional society of acousticians in
profession.
other such groups to establish the
the world is not very diverse. It also
American Institute of Physics just two
raises a question as to whether the
years later. Today the American Institute of Physics has ten
number of students entering the field is sufficient to sustain
member societies and 23 affiliated societies. Of these, the
the profession in the face of a large number of anticipated
ASA is arguably the broadest in character, going far
retirements in the near future.
beyond a focus on physical matters related to sound. It is
Every profession has areas that rise and fall in popularthis characteristic of breadth that helps define us as a proity with advances in the field. In acoustics, for instance, the
fession. It is visible in our journal, which presents scholarbiologically-related areas have become far more popular of
ly articles on all aspects of acoustics from new musical
late than some of the more traditional, physics-based areas.
instruments and animal communication to underwater
Many disciplines go through significant cycling of popularsound propagation. Our breadth is also obvious at our
ity driven by funding, applications, and social issues or large
conferences, which include presentations organized by our
events. Civil engineering, for instance, saw an up tick in the
13 technical committees, and in our standards, education,
number of entering students shortly after the catastrophic
and outreach activities. Our members include physicists,
events of September 11, 2001 and the same is anticipated
biologists, engineers, architects, psychologists, musicians,
now in reaction to Hurricanes Katrina and Rita in 2005. It
physiologists, speech experts, and entertainment industry
is also natural to see a general increase in stability in the
professionals. The types of jobs performed by our memnumbers of people entering a field as it matures accompabers include those from academia, government, consultnied perhaps by a gradual decline in student numbers as
ing, manufacturing, and service industriesa greater
they opt instead for emerging areas. However, as areas rise
breadth than normally found in the AIP member societies
and fall, it is also true that groups of people can take actions
and broader than is typical of a single professional organto help sustain or grow them. It is in this context that we
ization.
consider the role of acoustics education and focus on the
Our unusual breadth as an organization is both a boon
undergraduate level.
and a curse. It gives us a much greater chance to appeal to a
The premise of this article is that acoustics is perceived
wide variety of people. However, it also requires us to offer
as a mature field with waning interest shown by students,
a bigger range of activities to meet the needs of different
and that one means to counter this trend is to create more
groups and this has often prompted significant discussion
courses at the undergraduate level designed to attract stuwithin the ASA. A good example of the tension our breadth
dents to the profession. We examine this by consideration of
creates is our standards activity. Many of the academic
the unique characteristics that define the acoustics profes28
Acoustics textbooks
The textbook chosen for a class is very important because
students generally expect instructors to follow the chosen text
closely. This is not simply a matter of preference. Tightly coupling classroom activities with the textbook and assignments
tends to produce a class that enables students with a wide variety of learning styles to flourish and that reinforces learning.
Some students do well, for instance, in reading the text before
the class to prepare questions, while others intentionally read
related text material after a class period to gain a broader perspective on the topic covered. Some, alas, do not read the
assigned textbook at all and a significant fraction of these students perform well in the class nonetheless.
Because there is a limited number of acoustics courses,
and the field is modest in size, the market for textbooks on
acoustics is fairly small. Nonetheless, there are a number of
textbooks on acoustics suitable for undergraduate use. These
texts tend to segregate into two classes: those focused narrowly (as for instance books on speech or noise control) and
those meant to be an introductory survey. Among the books
designed to present a survey of acoustics, it is striking how
similar each is to the others in terms of material coverage and
order of presentation. While it is easy to see how this might
result naturally from writing a book based on ones experiUndergraduate Acoustics Students
29
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Hands-on experiences
In virtually all studies of how people learn, there is a
strong link demonstrated between hands-on experiences and
long-term learning. This is the reason that most science and
engineering programs are loaded with laboratory experiences.
In some scientific fields, it is quite difficult to introduce students to appropriate laboratory experiences. Astronomy courses might suffer from a lack of appropriate telescopes nearby,
for instance, and biology classes might not wish to incur the
expense of maintaining a vivarium to enable student labs dealing with animal anatomy and behavior.
Acoustics is a wonderful field for providing students
with hands-on experiences and active demonstrations.
Indeed the ASA, under the direction of Uwe Hansen, who
served as Chair of the Committee on Education in Acoustics
(2000-06) has provided special sessions for high school students at its biennial conferences as part of its outreach activities. However, lab exercises and active demonstrations have
not been standard components in acoustics classes in the last
decade, primarily because of the resources required to develop themspace, equipment, teaching assistants, and dedicated time of faculty. Admittedly it is difficult to justify the allocation of large amounts of precious resources for classes with
relatively small attendance.
Given the fiscal realities of most universities then, one
might ask what hands-on experiences can be provided in
acoustics without great expense. The answer to this question
32
Pedagogical techniques
The last decade or so has seen a huge expansion in our
understanding of how students learn. With this knowledge,
much of which is summarized in How People Learn8 and How
Students Learn,9 has come a national push to modify how we
teach to correspond better to techniques that foster learning.
Thus, the old approach with a lecture during class time,
weekly bite-sized homework problems, two or three midterm
exams and a final, and a focus on individual accomplishment
rather than team experiences is seen as outdated, ineffective,
and insufficiently supportive of different learning styles.
While STEM courses still use this lecture-style approach the
majority of the time, there are signs that change is happening
in the classroom even in STEM classes.
Most major academic institutions now support classes
through Web-based educational software. Thus, classes are
able to have an Internet component without great cost to
instructors (neither in time nor dollars). As a result, students
at many institutions have come to expect the class to have a
significant online component. At a minimum, the software
normally provides at least two components of interest to students: PowerPoint or other form of course material and a
chat room for those registered in the class. There are those
who argue that putting material presented during class time
on the Web simply encourages students to skip class.
However, the benefits of being able to review the material a
second time are many and the problems of absenteeism can
be dealt with separately (for instance, by taking attendance at
classes and counting attendance toward the final course
grade). The chat room allows students to get to know one
another and to share concerns and approaches to assignments. It can be used as well to share data so that individual
lab reports can include the results from the entire class
instead of the results of a single person or team. A chat room
is also an avenue for students to call attention to information
they have found outside of class that they think might interest the rest of the class. It is thus a type of cooperative learning and fosters the ability to function on multi-disciplinary
teams.7 Acoustics lends itself well to use of an Internet component to enhance and reinforce the class. In particular, most
educational software allows faculty to include audio files on
the class site. These can greatly enhance the material presented during class time by providing more or better demonstrations.
Although technology is a major boon to acoustics classes, there are a number of other aspects of teaching-for-learning that work well with acoustics subject matter. For instance,
students tend to learn material more deeply when they are
presented with open-ended problems rather than a problem
with a single correct answer, because it forces them to think
about answers and justify their choices. Additionally, pedagogical advances encourage greater team experiences so that
students may learn from one another as well as from the
instructor. Acoustics can deal easily with these advances in
pedagogy through use of realistic projects to replace or
enhance homework. Such projects almost always have multiple correct solutions and lots of follow-on work that can be
done. Further, the modern classroom engages students in
more active learning, rather than sitting in a classroom and
being lectured. Discussions in an acoustics class are quite
easy to encourage by bringing in applications of interest.
It is also true that many students in STEM fields are
unaware of the career and graduate school opportunities that
await their completion of an undergraduate degree. For this
reason, many undergraduate programs have developed
courses that bring in speakers who talk about their career history and current employment. Students can be relied upon to
value these speakers, particularly if they are recent graduates
of the program. The use of outside speakers (especially
female and minority speakers) in an acoustic undergraduate
course is a superb way of demonstrating the diversity of
acoustics and of connecting students with potential opportunities in their future. Clearly, not all locales have a strong
acoustics presence, but at a minimum, virtually all locations
have otolaryngologists, sound engineers, speech therapists,
and musicians who could be prevailed upon to speak to a
class of interested students.
33
Conclusions
The breadth of acoustics is a boon and a curse. The bad
news is that acoustics is neglected at the undergraduate level.
The good news is that the very nature of the discipline lends
itself to a wide variety of appealing and relevant applications
for a diverse student body. Much can be done with hands-on
projects at minimal cost. Acoustic applications are ideal for
realizing desired outcomesmultidisciplinary teamwork,
understanding of ethical responsibility, and the broad education necessary to understand the impact of acoustics in a
global, environmental and societal context.AT
References for further reading:
1
2
3
4
5
6
35
Ilene J. Busch-Vishniac is a
Professor of Mechanical Engineering
at Johns Hopkins University in
Baltimore, Maryland where, from
19982003 she served as the sixth
dean of the Whiting School of
Engineering.
Dr. Busch-Vishniac received her
undergraduate degrees in Physics
and Mathematics from The
University of Rochester, and M.S. and
Ph.D. degrees in Mechanical
Engineering from the Massachusetts Institute of Technology.
She worked at Bell Laboratories in the Acoustics Research
Department before joining the Mechanical Engineering faculty of The University of Texas in 1981. She remained at The
University of Texas until 1998, when she joined Johns
Hopkins University as Professor and Dean.
Dr. Busch-Vishniac has received many teaching and
research awards, including the Achievement Award of the
Society of Women Engineers, the Curtis McGraw Research
Award of the American Society for Engineering Education,
and the Silver Medal in Engineering Acoustics of the
Acoustical Society of America. She has served in various
professional organizations including a term as President of
the Acoustical Society of America, and a term on the
Engineering Deans Council of the American Society of
Engineering Education. She has authored roughly 60 technical articles and one book, and holds 9 US patents on electromechanical sensors.
Dr. Busch-Vishniac is married to astrophysicist Ethan
Vishniac. They have two children, Cady and Miriam. Two
shaggy dogs complete the domestic picture.
James E. West is currently a Research Professor at Johns
Hopkins University, Department of Electrical and Computer
Engineering (2002). He was formally a Bell Laboratories
Fellow, at Lucent Technologies.
36
12
Antonio Meucci
37
Fig. 2-3. Electrostatic phone used for transmitting and receiving. (New York Public
Library)
Fig. 5. Certificate verifying the 1871 Caveat11. (National Records Administration, New England Division)
Antonio Meucci
39
H. Res. 269
In the House of Representatives, U.S.,
June 11, 2002.
Whereas Antonio Meucci, the great Italian inventor,
had a career that was both extraordinary and tragic;
Whereas, upon immigrating to New York, Meucci
continued to work with ceaseless vigor on a project he
had begun in Havana, Cuba, an invention he later called
the teletrofono, involving electronic communications;
Whereas Meucci set up a rudimentary communications link in his Staten Island home that connected the
basement with the first floor, and later, when his wife
began to suffer from crippling arthritis, he created a permanent link between his lab and his wife's second floor
bedroom;
Whereas, having exhausted most of his life's savings
in pursuing his work, Meucci was unable to commercialize his invention, though he demonstrated his invention
in 1860 and had a description of it published in New
York's Italian language newspaper;
Whereas Meucci never learned English well enough
to navigate the complex American business community;
Whereas Meucci was unable to raise sufficient funds
to pay his way through the patent application process,
and thus had to settle for a caveat, a one year renewable
notice of an impending patent, which was first filed on
December 28, 1871;
Whereas Meucci later learned that the Western
Union affiliate laboratory reportedly lost his working
models, and Meucci, who at this point was living on public assistance, was unable to renew the caveat after 1874;
Whereas in March 1876, Alexander Graham Bell,
who conducted experiments in the same laboratory
where Meucci's materials had been stored, was granted a
patent and was thereafter credited with inventing the
telephone;
Whereas on January 13, 1887, the Government of the
United States moved to annul the patent issued to Bell on
the grounds of fraud and misrepresentation, a case that
the Supreme Court found viable and remanded for trial;
Whereas Meucci died in October 1889, the Bell
patent expired in January 1893, and the case was discontinued as moot without ever reaching the underlying
issue of the true inventor of the telephone entitled to the
patent; and
Whereas if Meucci had been able to pay the $10 fee
to maintain the caveat after 1874, no patent could have
been issued to Bell: Now, therefore, be it
Resolved, That it is the sense of the House of
Representatives that the life and achievements of Antonio
Meucci should be recognized, and his work in the invention of the telephone should be acknowledged.
Attest:
Clerk.
Fig. 6. Corradis 1883 recreation of the drawing that he furnished Meucci in 1858. (Garibaldi-Meucci Museum)
41
tions. They secured evidence that they believed would convince (at the proper time) the highest court in the U.S. of the
truthfulness of the statements made in a Complaint filed with
the U.S. Justice Department by Globe late in 1885. That
Complaint disputed the Bell patents on the basis that the
Meucci Caveat filed five years prior to Bell had rendered the
Bell Patents as worthless. The ensuing trial led to the Meucci
deposition and exhibits supporting his prior discoveries and
inventions. The case was heard in U.S. Federal Court during
which affidavits by many people from Staten Island and New
York attested to the existence of and experience speaking
with the Meucci telephone instruments. Bell then sued Globe
for infringement in the Southern District Court of New York,
presided by Judge William James Wallace. The belabored testimony by Meucci was in Italian, translated to English, then frequently misinterpreted and challenged by the testimony of
Charles R. Cross, a Professor-Engineer from the Massachusetts
Institute of Technology. In the end, Judge Wallace ruled in favor
of Bell, accepting Professor Crosss interpretations, declaring in
his judgment brief that that Meuccis devices were little more
than a toy string telephone.
For the 1880s trials, exhaustive searches by all parties to
find a copy of the Meucci telephone article in LEco and related information failed. In 1880 the Globe Company offered a
$100 reward for all the numbers of the Eco dItalia which
speak of the telephone of Mr. Meucci from 1859 to 1862. In
1885, the private collection of LEco owned by Dr. John
Citarotto of New Orleans was sold to the Bell Company for
$125. There were many issues missing from that 18571881
collection, especially those from 1859 to 1863. To this day,
copies of LEco dItalia from and including December 1860, all
of 1861, 1862 and 1863 have not been found.
Details about Meucci emerged during the 1886 trial
where the defendant, Globe Telephone Company, was being
sued by Bell Telephone Company for patent infringement. A
214 page deposition by 77 year old Meucci contained a
description of twelve of his 30-odd telephone devices created
between 1849 and 1865 (Fig. 2-1 through Fig. 4). When
asked at one point in cross-examination What business did
you undertake after you gave up the candle factory? his
answer was Nothing; what I have done all my lifeexperiments. (It was within these and other obscure but detailed
records in clear Italian and English, including an English
translation of his memorandum book for another trial,3
where conclusive proof that Meucci had priority in the invention of the telephone was discovered.)
There followed over several years a series of complaints
by Meucci et al. against Bell, and demurs by the U.S.
Government,16 ending with case abandonment in 1897; it had
by then become moot since Bells questioned 1876 patent
would expire in 1893. Antonio died in October 18, 1889 on
Staten Island.
Overall, the U.S. Government actions in response to
Meuccis claims were: March 1886Bill of complaints in
Southern Ohio; December 1886Ohio Case dismissed; January
1887Bill of Complaints filed in Massachusetts; Judges sustain
demurer by Bell lawyers; November 1887Government appeals
to Supreme Court; November, 1888Supreme Court reverses
verdict, rejects demurer and remands the case for trial;
43
Endnotes:
Figure 1 is a photo of Antonio Meucci by L. Alman. The
orginal is in the Museo del Risorgimento, Milan, Italy.
Since the initial phono-electric effect was first discovered
in Havana by accident in 1849, Cuban authorities can claim
Havana to be the birthplace of telephony.
44
9
10
11
12
13
14
15
16
Angelo J. Campanella
received his Ph.D. from
the Pennsylvania State
University in 1955 in
Physics and Electrical
Engineering with theses in Acoustics and
ultrasound. He is a
professional engineer
in
Ohio
and
Pennsylvania, with
over 50 years experience in industrial
physics, electronics,
Antonio Meucci
45
coustical Society of
America (ASA) educational concerns cover a
vast range of interests and disciplines. This includes such
diverse university programs as
the physical sciences and engineering, life sciences, medicine, and architecture. Some of
the concerns are very self-serving such as issues related to the
growth of the Society and the
vitality of individual technical
committees; others are very much oriented to serve society
at large, such as the recently issued standard on Classroom
Acoustics. The quality of science education in secondary
schools is of vital interest, as is the introduction of science
concepts at the elementary level. Two examples will serve
to illustrate both the concern, and the need for ASA contributions.
In a recent conversation, the Dean of the College of
Arts and Sciences at Indiana State University mentioned to
me that figures presented at a national conference of university administrators suggest that about 60% of all secondary school physics teachers in the US are over 60 years old,
and that there are very few, if any, replacements in the pipe
line. Local high school principals comment that they have
no problem filling vacancies in nearly all fields, including
most sciences, however, not so in physics. This decline in
qualified science teachers is of grave concern, especially to
scientists. While ASA members are active in a vast range of
disciplines, covering nearly all sciences and some of the
arts, the physics of sound and vibrations is vital for all of
them. Details of both current and proposed ASA activities
to address this national need are discussed in the following
paragraphs.
A second example suggests that many buildings such as
schools and churches are constructed without input from
competent acousticians. While on sabbatical at the
Physikalisch Technische Bundesanstalt (PTB) in
Braunschweig, Germany (their Bureau of Standards), I
attended a religious conference in Hannover. This conference was held in a recently constructed church building
which included a sanctuary, and a facility of approximately
the same size, which usually is used for sports and recreation. The spaces are separated by a set of two classrooms
with relatively low ceilings which are closed off by means of
folding-door walls. For large audiences the folding doors
are opened and the recreation area serves as an overflow. No
acoustic delay had been introduced into the electronic
amplification system, and reverberation times were rather
46
contribute to student activities. Students in turn have established a mentoring award. The Committee on Education in
Acoustics has organized workshops dealing with acoustics
demonstrations and laboratory experiments. In high school
workshops, readily available spectrum analysis software is
introduced and a number of acoustics experiments are discussed, along with ways of using them in the classroom context. Workshops for university teaching laboratories concentrate on more sophisticated experiments, including the use of
Lissajous figures to map normal modes by observing the
phase change across a nodal line, or constructing a simple
impedance head to observe resonances in open and closed
tubes. While these efforts have been appreciated locally,
much more needs to be done in order to observe measurable
results in a national program of science education. The committee has also organized a number of sessions at national
meetings dealing with course development and acoustics
programs, as well as specific courses in some of the acoustics
sub-disciplines, such as medical acoustics, architectural
acoustics, and musical acoustics.
3. The third topic is one of outreach. With evidently
declining interest in the physical sciences, it becomes
increasingly important to generate enthusiasm for such interests in the very young. Interest in physics is rarely initiated in
high school. At that level it can be nurtured, but unless
excitement is sparked earlier, sciences are frequently perceived as too difficult by this time. To exacerbate the problem, science content in teacher education programs at the
elementary level frequently emphasize the life sciences, and
the physical sciences are the poor country cousins. This suggests two solutions: teacher workshops, and class visits.
Workshops have been supported mostly with ASA technical
initiative funds, and also Eisenhower program money. ASA
volunteers have visited classes at all levels, some in connection with ASA meetings and some in the communities of residence of the scientists. Both approaches need to be expanded and institutionalized nationally. Efforts are currently
ongoing to establish a permanent reservoir of demonstration
equipment to support the hands-on demonstration sessions,
conducted at most of the ASA national meetings, for classes
of high school students and students in elementary schools.
Many of the workshops and class visits have focused on
using music as a vehicle to introduce science in the classroom. Music is universally loved and thus provides a remarkable tool to bridge the chasm to difficult science. At the elementary school level students do not know yet that science is
supposed to be hard. Thus that is the ideal time to make the
introduction. Most of the elementary workshops proceed
along the line of discovering the nature of wave propagation
on a long spring, followed by the concept of resonance as
exemplified by standing waves on a stretched spring. The
harmonic, integral multiple frequencies of higher resonances
are observed and related to the harmonic overtone series on
string instruments. Participating teachers build a
Pythagorean Monochord, which they then take back with
them to their classroom. The workshop finances also provide
for the long spring, and for as set of tuning forks along with
a tube tuned to the same frequency as one of the forks. The
science concepts are taught, as are their relations to music
principles and ways of presenting both at the level of the children. (Editors note: see article in this issue of Acoustics Today
by Busch-Vishniac and West.)
4. The fourth category is concerned with ASA efforts to
increase literacy among the general population, both in general
science, and in acoustics. Efforts are underway to improve the
ASA web site, with the specific goal of making it more accessible and more exciting. The site should convey general information about acoustics and entice the visitor to find out more.
Workshops and short courses, while generally designed for professionals, have included outreach efforts to serve the general
public. The annual award for a publication in acoustics by a nonprofessional has usually been given to a journalist, writing to a
lay audience. The Salt Lake City meeting tutorial, Musical
Acoustics: Science and Performance, will be open to the public
with special invitations to students at all levels It will intermix
introduction of science concepts, relevant to music, with lively
jazz performances.
In summary, much has been done, yet much of the energy
of the Society remains untapped. The recent assessment of the
direction in which the ASA needs to move to maintain vitality,
as well as provide additional leadership, both nationally and
internationally, included a recommendation for more emphasis
on education. With that in mind the immediate past president
of ASA appointed an ad hoc committee on educational outreach. Among other things, this committee is recommending
that a permanent ASA education officer be employed, in order
to accomplish some of the outreach tasks which are simply
beyond the scope of a volunteer army. One of the tasks of such
an officer would be to tap government and private foundation
funds to coordinate efforts on a national scale which have
proved so successful on a limited local scale.
47
PHYSICAL ACOUSTICS:
THE PHYSICAL ACOUSTICS SUMMER SCHOOL (PASS)
Thomas J. Matula
Applied Physics Laboratory, University of Washington
Seattle, Washington 98105
48
format also benefits the lecturers because they have similar time
constraints. As with the students, they can bring up a topic,
think it over, bring it up again, develop ideas, etc. over the entire
week.
Each evening there is a social that brings everyone together to
talk about that days lectures. The atmosphere is again very casual,
with beer and wine available to both lecturers and students over
twenty-one. Students are encouraged to ask more questions about
the lectures they heard. The lecturers may also go into more detail
about a particular topic, or discuss related topics.
Fig. 1. The evening social is relaxed, but scientific discussion is still required
Fig. 2. A Ruben's Tube demo uses flames erupting out of holes in a tube to
demonstrate waves of various sorts. Daphne Kapolka is running the experiment
behind the tube, with Bob Keolian assisting. According to Bob, there is a speaker on
one end of the tube sending in sound. The other end of the tube is blocked. Propane
enters through a port on the side and there are small holes every inch on the top.
The blackboard describes a previous demo on nonlinearities (bent tuning curve) in
simple physical systems (a parametric pendulum).
PASS is understandably a source of great pride in the physical acoustics community. It has been extremely successful; it is
internationally recognized, and attracts students from all over
the world on a regular basis. The physical acoustics community will endeavor to make PASS a wonderful learning experience
Thomas J. Matula is currently acting Director of the Center for Industrial and Medical
Ultrasound, with the Applied Physics Laboratory at the University of Washington,
Seattle, Washington. His research interests involve bubbles in a variety of applications,
from sonoluminescence to ultrasound contrast agents. He also is interested in applied
technologies that include shock-wave therapy, food processing and semiconductor
cleaning. His hobbies are just as variedfrom kayaking and sailing to playing electric
bass. He has personally benefited greatly from the Physical Acoustics Summer School
as a student, a discussion leader, and a lecturer.
Physical Acoustics
49
S t a n d a rd s
N e w s
50
51
2
3
N a t i o n a l
N e w s
Elaine Moran
Acoustical Society of America
Melville, New York 11747
Kenneth Cunefare
Abeer Alwan
National News
53
Emmanuel P. Papadakis
Grace Clark
Ph.D.
in
physics
from
the
Massachusetts Institute of Technology.
He is President of Quality Systems
Concepts, New Holland, PA, a firm in
quality and nondestructive testing consulting. Dr. Papadakis served as
Associate Director of the Center for
Nondestructive Evaluation at Iowa
State University and, prior to that,
managed quality control research at the
Ford Motor Company. He was also
Department Head at Panametrics, Inc.
and a member of the Technical Staff at
Bell Telephone Laboratories.
Dr. Papadakis was the recipient of
the Biennial Award of the Acoustical
Society of America (ASA) in 1968, the
1997 Mehl Honor Lecturer for the
ASNT, and the 1993 Tutorial Award
from ASNT. He is a Fellow of the ASA,
ASNT, and IEEE.
Victor Zue
H. Frederick Dylla
55
56
5-8 Oct
22-24 Oct
27 Nov-2 Dec
2008
29 June-4 July
27-30 Jul
28 Jul-1 Aug
x
x
x
x
S1 Acoustics
S2 Mechanical Vibration and Shock
S3 Bioacoustics
S12Noise
x ISO/TC 43
Acoustics
x ISO/TC 43/SC1
Noise
x ISO/TC 108
Mechanical vibration,
shock and condition monitoring
and itssub
5comm ittees
x IEC/TC 29
Electroacoustics
For further information please contact:
Susan Blaeser, Standards Manager
Acoustical Society of America
Standards Secretariat
(631) 390-0215 sblaeser@aip.org
or visit us at http://asa.aip.org
National News
57
I n t e r n a t i o n a l
N e w s
Walter G. Mayer
Georgetown University
Washington, DC 20057
Ronald Aarts
Nico Declercq
Walter Kellermann
International Commission
for Acoustics admitted to
International Council for Science
The International Council for
Science (ICSU), having received the
requisite support letters and no objections, has now formally admitted the
International
Commission
for
Acoustics (ICA) as a Scientific
Associate. ICSU is a nongovernmental
and provides a forum for discussions of
international science as it may be related to policy issues. The President of
ICSU is Goverdhan Mehta (India) who
succeeded Jan Lubchenco (USA). The
secretariat of ICSU is in Paris and the
next meeting of the Council will be
held in 2008 in Mozambique.
The International Commission for
Acoustics (ICA) is an organization in
which the Acoustical Society of
America (ASA) has been actively
involved. Lawrence Crum, a past president of ASA and Gilles Daigle, the current President-Elect of ASA, are Past
Presidents of ICA and Charles Schmid,
ASA Executive Director, is now serving
on the board of the Commission.
Information about ICSU can be
found at www.icsu.org and information about ICA can be found at
www.icacommission.org.
International News
59
3-7 June
4-6 June
18-21 June
25-29 June
2-6 July
3-5 July
4-7 July
912 July
6-10 August
27-31 August
28-31 August
27 September
912 September
9-12 September
60
17-19 September
18-19 September
19-21 September
24-28 September
3-5 October
9-12 October
2008
29 June-4 July
2009
6-10 September
2010
23-27 Aug
T h e
L i b r a r y
Dick Stern
Acoustics Today welcomes items for The Library. Submissions of about 250 words that may be edited in MSWord or plain
text files should be e-mailed to AcousticsToday@aip.org. Graphics must be at least 300 dpi, preferably in TIF format. Please
send the text and graphics in separate files.
Editors NoteThe items printed in The Library are reported for informational purposes only and are not necessarily
endorsements by the author, the Editor, Acoustics Today, or the Acoustical Society of America.
The Library
61
T h e
L a b
Dick Stern
Applied Research Laboratory, The Pennsylvania State University
State College, Pennsylvania 16804
Acoustics Today welcomes items for The Lab. Submissions of about 250 words that may be edited in MSWord or plain text
files should be e-mailed to AcousticsToday@aip.org. Graphics must be at least 300 dpi, preferably in TIF format. Please send
the text and graphics in separate files.
Editors NoteThe items printed in The Lab are reported for informational purposes only and are not necessarily
endorsements by the author, the Editor, Acoustics Today, or the Acoustical Society of America.
62
P a s s i n g s
Dick Stern
Applied Research Laboratory, The Pennsylvania State University
State College, Pennsylvania 16804
Acoustics Today welcomes items for Passings. Submissions of about 250 words that may be edited in MSWord or plain
text files should be e-mailed to AcousticsToday@aip.org. Graphics must be at least 300 dpi, preferably in TIF format. Please
send the text and graphics in separate files.
Merle Lawrence
Merle Lawrence, born 26
December 1915 in Remsen, New York,
died peacefully in his sleep on January
29, 2007.
He retired from the
University of Michigan in 1985 as
Professor Emeritus of Otolaryngology,
Physiology, and Psychology. Merle
entered Princeton University in the
class of 1938. Upon graduation Merle
entered the Princeton Graduate School.
He and Dr. E. G. Wever published several papers using the electrical
response of the ear to calibrated sound
as a measuring technique. Merle
received his PhD in 1941 publishing his
thesis on Vitamin A Deficiency And
Its Relation To Hearing and was
awarded a National Research Council
Fellowship to begin work with Dr.
Stacy Guild in the Otology Department
of the Johns Hopkins Medical School.
Because of the threat of war in May,
1941, Merle volunteered to enter the
service as a Naval aviator, receiving his
wings and commission in April, 1942.
Merle flew over-water patrols from
Navy bases in the New Hebrides,
Guadalcanal, and others of the
Solomon Islands. Over the Green
63
ers. For many years he served as consultant for various government agencies:
in Aviation Medicine to the Army
Surgeon Generals Office, National
Institute of Neurological Diseases and
Blindness, serving on the Advisory
Council to this Institute. He served on
the editorial board of the Archives of
Otolaryngology, the Journal of Otology
and others. He was a member of many
Otological societies: among these was
the prestigious International Collegium
Oto-Rhino-Laryngologicum Amicitiae
Sacrum.
ASA has been notified of the recent deaths of the following Society members:
Bradford A. Becken, Portsmouth, RI
A. E. Galef, Beverly Hills, CA
George Herman, Las Cruces, NM
D. Kent Lewis, Livermore, CA
Noboru Niwa, Tokyo, Japan
Leon H. Sibul, State College, PA
Ivan C. Simpson, San Diego, CA
Ronald T. Verrillo, Syracuse, NY
Henning E. von Gierke, Yellow Springs, OH
Helen M.Walkinshaw, Peapack, NJ
64
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65
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age, national origin, religion, physical handicap, or sexual orientation.
Positions Desired
Senior Staff Physicist at a large Silicon Valley corporation seeks position, anywhere
along or near San Francisco peninsula, in research and/or product development involving audiology, sound quality, psychoacoustics, acoustical measurements, or otolaryngology. Please respond to: AcousticsToday@aip.org (mention Box 1001 in your message) or
by postal mail to: Acoustical Society of America, Acoustics Today, Box 1001, Suite 1NO1,
2 Huntington Quadrangle, Melville, NY 11747-4502.
DEBORAH BOTT
(800) 247-2242
516) 576-2430
Tel:
Postdoctoral Position in
Advanced Sensing for the
Petrochemical Industry
ExxonMobil Research and Engineering has an immediate opening for a
Postdoctoral Fellow position in Advanced Sensing Science & Control
Science of the Corporate Strategic Research department located in
Clinton, New Jersey.
The successful candidate will be responsible for developing novel physical
sensing concepts/approaches as part of a fundamental or businesssupported research program.
The candidate should have the following qualifications:
A Ph.D. degree in Acoustics, Applied Physics, Electrical Engineering,
Materials Science, Chemical Engineering or other related fields.
Research experience in novel physical sensor development, advanced
signal processing and data analysis and sensor testing system design
and fabrication.
Some desirable qualifications include: experience with petroleum and/or
chemical industry problems, experience in acoustics and vibration
measurement and analysis, reactor imaging, down-hole and reservoir
monitoring, multi-sensor fusion, wireless sensor networks, non-destructive
testing and physical system modeling.
ExxonMobil offers an excellent working environment and a competitive
compensation and benefits package. Please submit your cover letter
and resume to our website: www.exxonmobil.com/apply. Please apply to
Post Doctoral Fellow (generic) and reference PDASCS-4241BR in
both letter and resume. Additional information about the position may
be obtained by contacting Dr. Limin Song (908) 730-2957, email
limin.song@exxonmobil.com, Fax: (908) 730-3198.
ExxonMobil is an Equal Opportunity Employer
66
I CALL HER
MY
HIDDEN MASTERPIECE.
AS SOON AS WE BUILT HER SHE SLIPPED OUT OF SIGHT. JUST LIKE WED PLANNED.
WITH STEALTH TECHNOLOGIES AND THE ABILITY TO STAY SUBMERGED
FOR UP TO THREE MONTHS IM NOT SURE WHEN ILL SEE VIRGINIA AGAIN.
BUT TO ME SHELL ALWAYS BE A WORK OF ART.
Northrop Grumman Electronic Systems, Marine Systems division, located in Sunnyvale, CA, is a world
leader in the development and manufacturing of large-scale propulsion and electrical systems for naval ships and
submarines. Marine Systems is part of the Naval and Marine Division within the companys Electronic Systems Sector. We
are currently seeking an Acoustic Vibration Engineer.
The qualified candidate will have a strong background in structural dynamics, vibrations, and acoustics, in addition to
being educated in Mechanical Engineering or Applied Mechanics.
The successful candidate will have a Doctorate degree with emphasis in Vibrations, Structural Dynamics, and Acoustics. A
Masters degree and a minimum of 5 years of related experience would also be considered. The successful candidate will
be experienced in the application of finite element codes and acoustic prediction software. Proficiency in using Matlab is
required. Experience in structural dynamics testing and mechanical design is strongly desired.
The successful candidate will also have strong written and oral communication skills, as he or she will be required to
make technical presentations. The candidate must have technical leadership abilities and be highly motivated to pursue
technology development.
A DoD Security Clearance is required. U.S. Citizenship is required. For more information on this and to apply online,
please visit our website at: www.careers.northropgrumman.com and reference job# 2389.
Classified
67
I n d e x
t o
A d v e r t i s e r s
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For advertisement production inquiries, please contact and send files to:
Deborah Bott
Advertising Sales Manager
Acoustics Today
c/o AIP Advertising Department
2 Huntington Quadrangle
Suite 1NO1
Melville, NY 11747
Ph: (800) 247-2242
Ph: 516-576-2430
Fax: 516-576-2327
Email: dbott@aip.org
Christine DiPasca
Sr. Advertising Production Manager
Acoustics Today
c/o AIP Advertising - Production Operations
2 Huntington Quadrangle
Suite 1NO1
Melville, NY 11747
Ph: 516-576-2434
Fax: 516-576-2638
Email: cdipasca@aip.org
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