University of Melbourne Teaching Space Design Guidelines
The provisions below govern the design and construction of all teaching
spaces; lecture theatres, seminar rooms, conference rooms, laboratories,
computer labs, & owned by the University of Melbourne. Consultants
and Architects must adhere to these standards in design of teaching spaces
at the University. These standards constitute Chapter 12 of the University's
Project Management and Design Standards. These standards are currently
under detailed revision.
For further information contact Jon Peacock (Learning Environments).
1. INTRODUCTION
1.1 Objectives
1.2 Users of Teaching Spaces
1.3 Teaching Spaces Services
2. Theatres and Teaching Spaces
2.1 Lecture Theatres
2.2 Small Presentation Spaces
2.3 Mini-Lectern Theatres
2.4 Collaborative Learning Spaces
2.5 Laboratories
2.6 Computer Laboratories
2.7 Videoconferencing Spaces (Teleteaching)
3.1 Ambience
3.2 Works of Art
3.3 Writing Boards
3.4 Projection Combinations
3.5 Lines-of-sight
3.6 Motorised Screens
3.7 Lifts For Video Projectors
3.8 Seating Rake, Aisles and Visibility
3.9 Lectern, Stages and Podia
4. Physical Access and Movement
4.1 Restraints on Room Envelope for Teaching Spaces
4.1.1 Density of Seating in Teaching Spaces
4.2 Access, Egress and Circulation
4.3 Foyers and Public Spaces
4.4 Doors
4.5 Lecture Note Racks
4.6 Public Access
4.7 Facilities For The Disabled
4.8 Floors and Carpets
4.9 Walls
4.10 Ceilings
4.11 Seating
4.12 Front of Theatre Seating
4.13 Equipment Cupboards
4.14 Lectern
4.15 Soft Furnishings
4.16 Design Considerations for Small Presentation Spaces
4.17 Design Considerations for Collaborative Learning Spaces
4.18 Design Considerations for Specialised Laboratories
5. Electrical & Lighting Services
5.1 Energy Management Issues
5.2 Power Supply
5.3 General Power Distribution Outlets
5.5 Provision of Auxiliary Sockets
5.6 Specialist Power Requirements
5.7 Lighting Planning
5.8 Lighting Control
5.9 Specialist Lighting
5.10 Lighting Maintenance Issues
5.11 Lighting for Small Presentation Spaces
5.12 Lighting for Collaborative Learning Spaces
5.13 Lighting for Computer and Specialised Laboratories
5.14 Performance Standards
7. Acoustics
7.1 Reverberation
7.2 Ambient Noise
7.3 Isolation
8.1 Emergency lighting and Exit lighting
8.2 Aisle lighting
8.3 Fire protection services
8.4 "LEC" keys and "TEC" keys
8.5 Storage
9.1 Clocks
9.2 Telephones
9.3 Graphics and Signage
9.4 Data Sockets
10.1 Basic AV Facilities
10.2 Data Presentation Standard
10.2.1 Security of Equipment
10.2.2 Projector Cages
10.2.3 Selection of Method of Display
10.3 Basic Sound Presentation Standard
10.4 Basic AV Features for Lecture Theatres
10.5 Additional AV Features
10.6 Special AV Features
10.7 AV Facilities for Computer Laboratories
10.8 AV Facilities for Specialised Laboratories
11. Video Teaching and Conferencing
11.1 Additional Design Considerations for Videoconferencing
11.2 Telelecturing Spaces
11.3 Videoconferencing Seminar Rooms
11.4 Videoconferencing Meeting Rooms
11.5 Video-linking Presentation Spaces
12.1 Cables and Networking
12.2 Furniture
12.3 Security of Equipment
12.4 Security of Access
12.5 Print Services
12.6 Noticeboards
12.7 Technical Support
12.8 Audio Visual Equipment
12.9 Room Lay-out
12.10 Air-conditioning
13. Controls
13.1 Software Structure
13.2 Menu Structure
13.3 Dual Video Projection
13.4 Page Layout
13.5 Symbols
13.6 Functionality
13.7 Lighting Controls
14. Manuals & Guides
14.1 Equipment Inventory and Operating Manuals
14.2 Quick Reference Guides
14.3 Controls Source Code
15. Reactive Maintenance Support
See also:
Environment Health and Safety Manual - Ergonomic Principles and Guidelines & Standards for the Installation of Voice and Data Networks
1 INTRODUCTION
These design standards supersede the University of Melbourne Teaching Space Design Guidelines (1995) and complement the other sections of the Project Management & Design Standards which apply with equal force to Teaching Spaces. The critical role of Teaching Spaces for the University and the specialised nature of teaching space design means that particularly exacting standards of design and construction are required for teaching spaces as reflected in these Guidelines.
1.1 Objectives
Teaching spaces are places of social and personal interaction, where learning takes place and where creative thinking is encouraged. The primary objective of the design is to optimise arrangement of all architectural elements and teaching facilities for teaching and learning.
1.2 Users of Teaching Spaces
Each project team will include a representative of a Nominated User Department to provide user input. However, the project team shall take account of the fact that all the University's Teaching Spaces are Common Teaching Spaces and may be used by any department. It is the responsibility of the University’s Teaching Space Consultant to ensure adherence to the standards herein, and to liase with the Nominated User Department. The Teaching Space Consultant shall be a member of the Project Team for all projects including refurbishment or creation of Teaching Spaces.
The design must adhere to the standards herein while meeting specific requirements of the Nominated User Department.
1.3 Teaching Spaces Services (TSS)
Teaching Spaces Services' is located in the Information Services and supersedes the Audio Visual Unit, which is no longer operational. TSS is responsible for maintaining the University's shared teaching spaces, and will inspect new audio-visual installations in such spaces, prior to hand-over to ensure that works are completed satisfactorily and meet the standards herein. If TSS is providing agreed internal consultancy to a department of the University, then this may also involve inspecting new installations in a departmental space (i.e. a non-shared teaching space). Such agreements and commitments will be stated in writing. TSS is under no obligation to inspect installations in non-shared teaching spaces.
The Consultant shall include a representative of TSS in meetings with the User Department when issues relevant to audio-visual equipment are discussed, and shall consult the Manager of TSS prior to completion of the design. In most instances, these meetings will be convened by the Manager of TSS.
Any variation from the selection of audio-visual equipment currently being used must be authorised by the Manager of TSS.
TSS is responsible for maintaining the computers and related IT equipment in shared learning spaces. TSS will purchase all computers and peripherals and install and set them up with standard software and operating systems in conformity with current standards, as defined by the Manager of TSS.
The computers will be installed concurrently with the commissioning of the AV equipment. TSS must be notified as soon as possible of the date at which commissioning of the AV equipment is to begin.
Variations in the selection of computers may be made, but subject to the approval of the Manager of TSS, and where appropriate, the University's ITAAG (Information Technology Acquisitions Approval Group). Full details about ITAAG requirements may be viewed at: http://www.unimelb.edu.au/itaag/index.html
2 Theatres and Teaching Spaces
Each category of Teaching Spaces, as outlined below, has differing design considerations according to their intended use. Spaces in each category may be fitted to a variety of architectural and equipment standards and may incorporate facilities for specialised activities.
The size of Lecture Theatres should be determined by the formula set out in the Commonwealth Building Standards [Appendix 1.C]
2.1 Lecture Theatres
Lecture Theatres are generally single function spaces with fixed seating and writing furniture on a tiered or sloping floor surface with a seating capacity of 56 or more. Each seat should have a clear unobstructed view to the lecturer and all boards and screens located on the presentation wall. These spaces are generally well equipped for visual communication, with PA and all required equipment installed. Equipment and lighting is generally operated via an integrated electronic control system. (See section 13)
The Equipment standard will be at least the basic standard as per 10.1 - 4, but may include additional and special features as per 10.5 or 10.6 according to budget and user requirements.
Interactive Lecture Theatres
About 25% of teaching staff would prefer to lecture to groups of students arranged as far as possible in a “Theatre-in-the-Round” set-up. Such a seating arrangement compromises the display of images. Nevertheless, a proportion of the University's lecture theatres shall be designed to facilitate engagement between the lecturer and the students with some level of compromise to lines-of-sight specified herein for lecture theatres. These theatres will adhere to the Basic Standard of provision of AV and IT equipment (10.1 - 4) while arranging seats in up to a semi-circle with a gently sloping floor and ample room at front-of-house. (See Theatre D, Old Arts)
Dual Projection Lecture Theatres
With the lower cost of video projection and the increasing dominance of this medium in teaching, and increasing number of lecture theatres will now be fitted with two video projectors. These theatres require particularly ample space at front-of-house.
2.2 Small Presentation Spaces
These have a capacity of less than 56 and the use of combinations of presentation media is restricted. Small presentation spaces may have a level floor but are primarily designed for effective presentation and have controlled lighting. Facility for presentation media is as per 10.1 - 4, except that in some cases computers are not installed. Acoustic design is important and PA may not be required.
Where there is requirement for the switching of different video sources over and above one computer and one VCR, the preferred approach is a video selector panel, if possible, including a "projector off" option. However, these spaces will not have a touch panel and will not integrate environmental and presentation controls.
2.3 Mini-Lectern Theatres
These have a capacity of less than 100 and are designed for effective presentation of video data and use the University's standard "Mini-lectern" and have controlled lighting. The video projector and input devices will generally be controlled using the device's in-built or remote controls.
The Mini-lectern has one computer (either Mac or PC), a VCR and an amplifier. If amplification is required, this is built in to the lectern. Provision for use of a lap-top is made either by means of connecting the lap-top VGA cable into the socket provided for the installed computer, or directly to the projector via a separate socket on the side of the mini-lectern. A lap-top network point is also provided, powered on/off from inside the lectern.
Lighting will generally controlled using a self-standing lighting control system accessed by a wall panel offering a limited number of standard ligting scenes and the option of ramping audience and board lighting.
Drawings of MiniLectern: One, Two, Three, Four
2.4 Collaborative Learning Spaces
These are spaces designed to facilitate Collaborative Learning using a range of models developed by the University (see Section 4.17 for models), which may contain a number of computers and AV devices, or may have no equipment at all. They have a level floor, natural lighting and a capacity of less than 56. The emphasis is on active collaboration by everyone rather than simply on presentation. Equipment requirements are as per 10.1.
2.5 Laboratories
Laboratories are unique Teaching Spaces usually with predominantly fixed benches. Video cameras and screen monitors are often used to convey information from a central bench to several locations around the laboratory. PA may be required in larger laboratories.
2.6 Computer Laboratories
These spaces generally have a built-in networked computer for every person as well as presentation facilities. See 10.7 for AV requirements. Design considerations affecting these spaces are presented together in section 12 below.
2.7 Videoconferencing Spaces (Teleteaching)
These may be any of the above type of spaces, but incorporate the capacity to include others via videoconference, as well as meeting rooms intended for administrative purposes. Design considerations affecting these spaces are presented together in section 11 below.
3 The Learning Environment
Generous access, comfortable seating, clean sight-lines, good lighting, articulate sound, appropriate scale, pleasant spatial forms, colours and textures, etc. are all required.
In cases where existing spaces are being renovated or upgraded it is usually difficult to satisfy all requirements. Decisions on where to compromise must be made on the basis of clear prioritisation to a specified range of suitabilities.
3.1 Ambience
Teaching Spaces should be designed as attractive, amenable spaces, and design solutions should be attractive architecturally.
Colours should be chosen to suit the character of the space. Light colours are generally preferable but care must be taken to avoid glare on whiteboards and projection screens.
There should be minimal fenestration to walls near or at the front of Lecture Theatres so as not to detract from the main focal point i.e. lecturer and boards and screens.
3.2 Works of Art
Design solutions should should, where possible, allow for the later inclusion of works of art, tapestries, etc., both in lecture theatres and seminar rooms.
3.3 Writing Boards
Writing boards are required in all Teaching Spaces, though their use in larger spaces is discouraged, as distant students are unable to read the written information.
White marker boards will be used except where the nominated user department requires blackboards.
Double-hung boards will used in preference to fixed or “roller-boards”, except for very large theatres where writing boards are not prioritised.
Care must be taken to ensure that handles are designed to minimise risk of injury in handling boards. D-pull handles must be avoided.
Where appropriate, tools for moving boards out of arm-reach should be provided.
Motorised boards shall not be used as these are more prone to failure.
Large boards should be constructed of material as light as is consistent with requisite rigidity, and care should be taken in the commissioning to ensure that the boards move freely.
Trimming of counter-balancing shall not entail the adding of extra weights to the board.
Proportions of no wider than 6 to 1 should be used in order to avoid jamming.
Boards shall be suspended from a point above the centre-of-gravity of the board
Except in very large theatres, where possible, a writing-board shall remain accessible while other media are in use.
Rigidity may be improved by continuing the columns from floor to ceiling and fixing to the ceiling.
In small spaces where the whiteboard is the principle medium, the board is used intensively and modern marker pens are difficult to erase. Consequently, refillable paper-towel dispensers shall be provided for staff.
3.4 Projection Combinations
Lecture theatres must be designed for use with dual projection, displaying two images side-by-side. Although it is sometimes difficult to allow for effective use of media with different brightness intensity side-by-side, in general, presenters should be able to use dual combinations of any of the available projection systems.
3.5 Lines-of-sight
Optical calculations should be performed by the audio visual consultant for each project, however the following simple rules can be applied:
Rule 1. Furthest Viewer *. No student should be positioned further than six screen height multiples from the projection screen.
Rule 2 Closest Viewer. No student should be positioned closer than two screen height multiples to the projection screen.
Rule 3 Horizontal Viewing Angle. Students should be positioned within an arc of 45 degrees off the centre line of projection.
Rule 4. Screen Position. The base of the screen should be at least 1350mm clear of the floor at the front of the lecture theatre.
Rule 5. Vertical Viewing Angle. Students should be limited to 15 degrees maximum head tilt excursion above horizontal, to reference the centre of the projection screen.
* Whilst the Horizontal Viewing Angle and Closest Viewer rules can be stretched a little, the Furthest Viewer rule must not be stretched at all.
3.6 Motorised Screens
The projection installation should work effectively in any configuration without the requirement to tilt projection screens when moving from one configuration to another. In the last instance, if no other solution is possible, with the agreement of the Manager at TSS, motors fitted for screen movement must be quiet and robust and must effect movement of the screen from one to another position in 25 seconds or less.
The preferred option is to project onto the wall above or behind the writing board area. In most cases the writing boards must be lowered to expose the screen area.
Where possible writing boards should be able to be used in combination with OHPs or video data, and 35mm slides in combination with video. However, it shall not be required that either OHP be used in combination with video or 35mm slides.
Projection screens: Simple Rules for Theatre Planning
3.7 Lifts For Video Projectors
Where possible, video projectors shall not be mounted higher than 4.5m from floor level. If projectors cannot be mounted within 4.5m of the floor and on a fixed bracket, then a mechanical lift shall be fitted. Where a maintenance lift requires access to the projector in-situ to secure cables, catches etc., then a safe, secure bracket shall be provided against which a ladder may be rested.
Where possible consultants shall avoid Audio-visual set-ups which require a video projector lift to move projectors from one audio-visual configuration to another.
As noted in section 10.2 below, all LCD video projectors must be protected by a steel cage. These are available from TSS.
3.8 Seating Rake, Aisles and Visibility
The Lecture Theatre floor should be raked to provide a clear view of the display areas and the presenter from every seat. The rake is preferably provided by tiering of the theatre floor. Each tier or step should be a minimum of 150mm. Rakes steeper than 1 in 6 should be avoided.
More aggressive tiering can be provided, however it usually creates projection and screen viewing problems it should be contemplated only in very small theatres or where existing conditions must be retained. In steeply raked theatres the front rows of seats may need to be tilted back slightly to compensate for excessive screen heights and vertical viewing angles.
Sloped floors are preferred and often successful in smaller theatres where adequate ceiling height is provided for the projection screens. Slopes should not be greater than 1 in 14.
Centre aisles shall be avoided.
3.9 Lectern, Stages and Podia
The standard lectern design (see 4.14) will be used in each theatre project, unless directed otherwise.
The installation of stages and podia is discouraged. Flat floors are preferred at the front of Lecture Theatres.
Floor Plan: Specific
Example of a Small Theatre
Section View: Specific
Example of a Small Theatre
Floor Plan: Specific
Example of a Large Theatre
Section View: Specific
Example of a Large Theatre
4 Physical Access and Movement
4.1 Restraints on Room Envelope for Teaching Spaces
The following constraints shall be applied over and above any restraints set by building regulations or other considerations, in the construction of new Teaching Spaces:
Ceiling height shall be at least 3200mm (measured from the floor level at the front of the theatre to the lowest point on the ceiling), and if the length of the room exceeds 9m, the minimum ceiling height shall be increased by one-sixth of the additional length;
No teaching space shall exceed 22m in length from the front of the theatre to the rear row of seats;
There shall be a minimum of 7m flat floor at the front of any teaching space;
Sloping floors are generally preferred to steps in large Lecture Theatres. Sloping floors shall not be steeper than 1 in 14 and steps not steeper than 1 in 6;
“Wide” orientation is preferred to “long”, with a ratio of 4 wide to 3 deep being ideal, but in no case shall the room be longer than 4 / 3 times the width;
No general teaching space shall be smaller than 30 square metres, though offices, meeting rooms, interview rooms etc., shall not be constrained by this limit;
The wall at the front of the theatre should be the full width of the space and unobstructed, but in all cases, the width of unobstructed flat wall shall be at least 3000mm and at least half the length of the theatre from the front wall to the rear row of seats;
The front-of-house wall shall in all cases be unobstructed by air-conditioning or other ducting, entrances and exits, electrical switches, cupboards, except as implemented as part of the audio-visual design.
4.2.1 Seating Density
The following guidelines set optimum levels for number of students per square metre of floor spaces for the various types of teaching space.
| Type of Space | Sq m. per student |
| Lecture Theatres | 1.0 |
| Open Plan (No tables) | 1.5 |
| Seminar Rooms, tight schoolroom set-up | 1.5 |
| "CaféStyle", Round tables: 1m diameter tables for 4, 1.2m diameter tables for 5 or 1.4m diameter tables for 6. | 1.5 - 1.8 |
| Collaborative Learning "CaféStyle", No AV, larger tables | 1.7 |
| Collaborative Learning "Boardroom Model" | 1.8 |
| Collaborative Learning "CaféStyle", with AV, larger tables | 1.8 |
| Seminar Rooms, schoolroom with more table space | 2.0 |
| Collaborative Learning "Cabaret-Style" with room to move and larger tables | 2.0 |
| Collaborative Learning "Cecil Scutt Model" | 2.0 |
| Computer Lab - Student Access | 3.2 - 3.5 |
| Computer Lab - Teaching | 3.5 - 4.0 |
4.2 Access, Egress and Circulation
Lecture theatres shall permit comfortable access and egress. Designers should be mindful of other considerations which affect the physical access and movement such as foyer or lobby spaces.
A sufficient number of doors are to be provided for a maximum clearance time of 2.5 minutes for quick and efficient changeover between lectures.
There shall be at least three doors for Lecture Theatres, including at least one rear door, and the preferred position for other doors are in the side walls at the front of house, and not on the front-of-house wall.
4.3 Foyers and Public Spaces
In the design of large, modern Lecture Theatres, consideration should be given to the provision of adjacent free space with facilities for display, serviced with adequate toilet and washroom facilities. In unusual circumstances the design brief might require catering facilities. Where kitchenette facilities are not proposed, dedicated 15A GPO sockets should be considered for the connection of urns, etc.
Secure storage spaces are always an important provision as an adjunct to public amenity areas.
The University undertakes refurbishment/refitting works to many existing Lecture Theatres, both large and small. In most of these cases, space for the public amenities as described above is either limited or unavailable.
Plan of a Theatre
Section View Through
a Theatre
4.4 Doors
Include glazed vision "slots" in entry doors as a means of determining if the theatre or teaching space is in use. The "slots" should be approximately 40mm wide by 75mm deep.
An A4-size perspex slot for the timetable, and a small pin board for messages should be placed on the outside of the door or on an adjacent wall.
Designers must comply with the requirements of the Building Code Of Australia including such matters as aisle widths, distance to aisles and exits, seating row spacing and disabled persons access.
4.5 Lecture Note Racks
Racks or other furniture to facilitate the distribution of printed material to students should be fitted adjacent to doors, where this is consistent with providing free unobstructed access and egress.
4.6 Public Access
Whilst the primary use of University Teaching Spaces is delivery of the academic program, consideration should be given to use by the wider community, especially in the case of larger projects.
Signage, access, bathrooms and other services should also be planned with public use in mind.
4.7 Facilities For The Disabled
Disabled persons' access to Lecture Theatres shall generally be in accordance with A.S.14281993 Design for Access & Mobility, Parts 1 and 2, and comply with the Disability and Discrimination Act.
It is important that these positions allow a clear view of all Lecture Theatre media.
The front row of seats is to be at the same floor level as the adjacent entry doors for disabled persons access. Wheelchair spaces must be located towards the centre front row rather than near the side. Seating must be so arranged that wheelchair users can take their place in line with a row of fixed seating, rather than sitting “out on their own”.
Designs should allow for two wheelchairs in Teaching Spaces of up to 200 seats and one additional space for each additional 100 seats or part thereof.
An audio loop for the hearing impaired shall be installed in all Lecture Theatres at the time of construction or physical upgrade. Theatres with audio loops and the seating areas where the loops are active are to be "signed" accordingly. The audio loop shall be situated in the first two rows nearest the lecturer. Should disabled access not made possible to this area, an additional audio loop must be provided to a point where disabled access exists.
4.8 Floors and Carpets
Carpets are required in all Teaching Spaces for acoustic and aesthetic reasons.
In Small Presentation Rooms and Collaborative Learning Spaces, selected woven carpet or carpet tiles may be allowed.
Standard University 'Lecture Theatre Carpet' shall be fitted in Lecture Theatres. This carpet is a woven, cutpile, Axminster, 80% wool 20% nylon, in a 690mm wide roll.
Carpets may be laid over underfelt or laid 'direct stick', but the use of underfelt is preferred for acoustic reasons.
On the nosings of stepped aisles and stairs, use "ProtectATread" safety stair nosings, with bull-nose edge and insert strips in keeping with the carpet colour.
4.9 Walls
In general, wall surfaces should be durable and easy to clean. Walls to dado level should be constructed from or lined with hardwearing materials, resistant to scuffing and scratching, e.g. masonry (with antigraffiti treatment) or laminate finish.
Where plasterboard or plaster-glass is used, high quality workmanship is necessary to produce a level and straight surface in particular near the front of the theatre which may regularly be highlighted by spotlights, board lights and the like. These materials, particularly plasterboard, should only be used where impact damage is unlikely.
Acoustic panels may be required on the rear quarter of side walls and on rear walls. The Architect may choose to integrate panels into the general fenestration and design context of the theatre. Maintenance and cleaning ability of acoustic panels is critical.
The walls and ceiling within two metres of the front-of-house shall be dark and light absorbing to minimise the reflection of ambient light on the front projection area.
The front wall and front quarter of side walls shall generally be acoustically reflective.
4.10 Ceilings
The designer will define the shape of the ceiling to suit particular acoustic requirements.
A number of appropriate options are available in the selection of materials for ceilings, however particular care should be taken in the finish of plasterboard or plasterglass ceilings particularly if uplighting is to be used.
If adequate room is available the ceiling space should be easily accessible for servicing of light fittings and mechanical equipment, in preference to using scaffolding within the space.
4.11 Seating
Fixed seating is to be secured on the tiered floor and preferably with each individual seat being staggered with respect to the seats in adjacent rows.
Seats are to be set back as far as possible so as to avoid injury by feet slipping down between the seat back and the step.
Designers must comply with row spacing and other regulatory requirements but must be conscious of comfort and ease of access. The calculations of seat numbers are based on the clear spaces between seat rows being 500mm. The minimum centre-to-centre lateral spaces of seats is 560mm.
The range of proprietary seating currently available varies from simple polypropylene shell type (with or without upholstered finish) to high quality maximum comfort seats with padding and fabric upholstery incorporating all requirements for correct posture.
The fold-up type of tablet is strongly preferred. The support mechanism is to be robust and require minimum maintenance. The tablet surface will have a durable anti-graffiti finish. The seat width and tablet position must so as to allow people of more than average girth to use the tablet. The use of a single continuous bench with individual chairs is also a popular solution.
The preferred type of tablet-chair is the Fagaleo LAMM Chair, with Wrimatic tablet.
Approximately 13% of the general population are left handed, and designers should consider providing a proportion of left-handed seats. These seats shall be placed on the aisle, to the left of blocks of seating.
Seating Tablets
The University's Property Planning and Development Department shall be consulted on the possibility of re-using existing seating.
Fabrics for upholstered seating must be chosen for suitability in terms of appearance and durability. Fabrics must be commercial upholstery grade, recommended by the manufacturer for the intended purpose and stain resistant. A stain resistant treatment such as "Scotchgard" may be applied; while ensuring that the fabric and adhesive bonding of padding materials is compatible.
In Collaborative Learning Spaces seating for students should generally be on ergonomic chairs with castors. The lecturer usually works standing-up and provision should be made for notes to be kept securely in a suitable position from which to talk to the whole class, Provision may also be made for the storage of pens, remote controls, etc.
4.12 Front of Theatre Seating
Comfortable loose chairs are often required when more than one person is to be accommodated at the front of large theatres.
4.13 Equipment Cupboards
The following equipment cupboards are required:
an AV equipment cupboard for ready access by presenters using the "LEC key", recessed completely into a wall at the front of the theatre, and utilising the international 19" rack mounting standard and readily accessible to service staff;
an AV Systems Rack separately keyed under the "TEC key" for access by maintenance and technical staff;
a Slide projector box or a Projection room at the rear of the theatre accessible by "LEC key", with front windows in "Starphire" lowlead glass, angled forward at 12 o to the perpendicular;
A Dimmer cupboard usually adjacent to the switchboard outside the theatre, and never physically adjacent to the AV systems rack.
Ventilation
Good ventilation, with generous air inlets at low level and outlets at high level, must be provided, though fan driven ventilation is often required, such as in the case of small slide projector cabinets. Dimmer cupboards require convection cooling to match the dimmer manufacturers specification.
Power Supply
A regulated power supply should be fitted in preference to use of plug units. No more that two plug units should be used to supply DC power to equipment in any one equipment cupboard.
There should be an additional mains powerpoint inside each cupboard, including small slide projector cabinets;
Dimensions of Equipment Cupboards
The internal cupboard carcass usually provides a mounting surface
for audio visual cable looms and ducts, power distribution conduits
etc.
Adequate clearance must be provided for these services plus the actual metal
rack frame. At least 150mm clear space is required behind the equipment rack
frame, inside the cupboard.
Minimum internal dimensions for a rack cupboard are 750 x 650mm (depth x width).
Cupboard height varies with the size of the rack installation, however two common formats do occur:
In the first, the height is around 2000mm, allowing for installation of a full height (44ru) equipment rack.
In the second, the cupboard is much lower, usually no more than one metre high, often built with a benchtop for use by presenters. In these cases the cupboard needs to be twice as wide, to allow for installation of two halfheight rack frames.
Access to Equipment
The rack shall be mounted on wheels to allow rack removal for service and the Lecture Theatre floor and the rack cupboard floor must be continuous. If the equipment is housed in two racks, there must be sufficient length of cable connection between the two racks to allow one of the two racks to be brought out alone.
All rack cupboard doors are fitted with the TEC key lock for technician access to remove/repair equipment and LEC key lock for user access to operate equipment. See 8.4.
Location of Slide Projector Cabinet
Access to the slide projector box or rear projection room is not obstructed by seats.
The slide projector box located on centre line of the theatre unless dual image is required in which case two cabinets are necessary.
Any cabinet base more than 1500mm above floor level will usually require step (permanent or sliding) for changing of slide trays.
Cantilevered Cupboards and “bio-boxes”
Slide projector cabinets and such like shall not be cantilevered out from walls. This creates a safety hazard in terms of people knocking their heads, and in terms of people hanging on them. All cabinet work shall be taken down to the floor, not supported from walls;
Lighting Inside cupboards
Small, low voltage light source should be located in a shielded position inside the slide projector cabinet which activates when the access door is opened.
Rear projection rooms require adequate shielded lighting for operators;
All equipment racks require adequate internal lighting for technical staff;
Dimensions and location of Projection Room
Sufficient height is required to clear audience heads, sufficient room for a bench for slide and movie projectors.
Acoustic Isolation
The Dimmer cupboard and rear projection room must be acoustically insulated to prevent dimmer or 16mm film projector noise from disturbing lectures.
Doors
The front door of recessed cupboard have conventional hinges
and with the door closed, the cupboard door face is flush with
the wall.
Slide Projector Cabinet
Projection Cupboard
or Room
Lecture Theatre - Typical
Rack Lay-out
Seminar Room - Typical
Lay-out
Equipment Rack with
Rear Access
Equipment Rack with
No Rear Access
4.14 Lectern
The standard lectern design shall be used in all Lecture Theatres. It provides lighting, an area for presenter's notes, microphones, and houses a touchscreen control panel, a computer monitor, and up to three permanently installed computers. Subject to the requirements of the Nominated User Department, some lecterns may require an extended bench area for demonstrations, but shall always include at least altogether one square metre of surface for lecturers' notes and books.
One section of the lectern module is dedicated to the computers, interface and switching equipment, along with required power outlets, video and audio link cables, computer data link cables, telephone and LAN connections. It should be noted that computers vary in dimensions over the years, and computers will be replaced on an annual basis, so designers must take advice from the University on the dimensions of spaces required to house computers.
The lectern design, can be modified to match the aesthetics and to a limited extent, the design direction of individual Lecture Theatre projects. However changes to the design must be approved by the Project Coordinator and must be consistent with the style and intention of the standard design as illustrated below.
A floor duct or trench is required to carry electrical and AV wiring to the lectern. The duct must be compartmented to provide separation between services.
The lectern must be securely fixed in position to meet electrical regulations.
Internal fittings and electronics packages are accessed via several hinged doors and removable access panels.
Substantial ventilation is needed to support the installed equipment. Each lectern includes dual computer grade fans with speed controllers, with power switched automatically under AV system control. Fans, speed controllers and internal power wiring are supplied and installed by the electrical contractor.
The lectern light is a standardised unit, supplied by the University Maintenance Store, through the Project Coordinator and installed by the Electrical Contractor.
A standard fixture for mains power and LAN connection and video and audio input for a lap top computer is provided.
NB: The University is currently moving to VGA sockets for lap-top video, rather than the specialised interface previously used. While this transition is in progress, VGA cables will be provided secured on the socket. These cables will be rolled up and secured with cable ties so that they do not drag on the floor and create an OH&S risk, and secured with “black fishing line”;
The lectern doors and access panels are secured with the LEC and TEC keys as appropriate. See 8.4.
A telephone is fixed securely in a position on the lectern where is easily seen and usable without bending and where it does not interfere with the main flat surface of the lectern.
The installed computer monitor is screw fastened to the lectern carcass for security.
Microphones must be fixed to the platen with tamperproof screws.
Design and construction of the unit shall provide a well damped, rigid structure without excessive resonance or boxlike boominess when microphones are in use.
Refer to the sketches for details of the lectern layout. Equipment requirements and positions must be qualified for each individual project.
Standard University Lectern
Elevation
1
Elevation
1 - view (a)
Elevation
1 - view (b)
Elevation
1 - view (c)
Elevation
2
Elevation
2 - view (a)
Elevation2
- view (b)
Elevation
3
Elevation
4
Section
AA
Section
AA - view (a)
Section
AA - view (b)
Section
BB
Section
BB - view (a)
Section
BB - view (b)
Detail -
view (1)
Detail -
view (2)
Detail -
view (3)
Document
Camera Extension - view (1)
Document
Camera Extension - view (2)
Document
Camera Extension - view (3)
Document
Camera Extension - view (4)
(shown with old-style computer monitor)
Drawings by Fish, Payne, Pattenden Viney, are available from the Projects Office, Propertgy & Buildings.
4.15 Soft Furnishings
Where windows exist in Lecture Theatres, effective control of natural lighting must be achieved with selected, light-excluding curtains or blinds. In Collaborative Learning Spaces thin-line venetian blinds are preferred to maintain ambient light at a level suitable for inter-personal communication as well as projection.
Lecture Theatres
The designer should endeavour to exclude as much light as is necessary to enable projected information to be easily read. Where cinematic conditions are required, 100% blackout should be aimed for, with no annoying light leaks at perimeters of the treatment. Pelmets and light-excluding tracks are often needed on all sides to achieve complete light sealing.
Curtains and blinds are usually activated electrically, with control from the AV control system. Closure (blackout) is then automatic whenever a screenbased display is selected for use within the theatre.
Heavy curtains or roman blinds are preferred for acoustic reasons, as they provide an effective contribution to the damping of sound reflections within the space.
Motorised drape systems can be very noisy and should be avoided. Care must be taken to ensure that selected tracks and motors are not excessively noisy, as this does interrupt presentations when the curtains are activated.
4.16 Design Considerations for Small Presentation Spaces
Small Presentation Spaces may provide auxiliary sockets for the use of equipment outside of the basic range, and in general, a narrower range of combinations of presentation media will apply. The selection of built-in devices will be guided by the needs of the Nominated User Department. Dual-OHP, OHP-plus-writing-board and video-plus-writing board shall be accommodated wherever possible. Other dual combinations need not generally be supported.
PA may not be required for the presenter, but allowance must be made for the use of recorded or computer-generated sound. Very good optical and acoustic design is the central aim of design for these spaces.
4.17 Design Considerations for Collaborative Learning Spaces
Smaller spaces (i.e. those with a capacity of less than 56) which are not fitted out with AV and IT facilities for presentation or as specialised or computer laboratories, must be designed to facilitate collaboration between students and a collaborative relationship between the academic and the students.
The University has developed a number of different models for collaborative learning, including:
The “Cecil Scutt Model” in which students work in
groups each group having an installed computer and the academic
has a touch-screen whiteboard to display, annnotate and operate
data from a fixed video projector or draw freely with marker
pens. All the computers are linked by “Tutor” software
allowing data-sharing; the tables and ergonomic chairs are arranged
in “café format” so that students can flip form
group-work to all-class discussion or attention to the front
instantly.
NB: This flexible re-orienting of the class between different modes of interaction
is a feature of all the designs.
The “Alice Hoy Model” in which students sit up to 7 in a group at oval tables for group work with up to 56 in a class arranged in “cabaret” format. The academic is able to roam around or address the whole class from the front of a wide room using whiteboard, OHP or data-proector/computer/VCR on a portable trolley shared among a number of rooms.
The “Podium Model” in which students sit up to 5 in groups at round tables arranged in ‘café format’, using lap-top computers provided by the department but stored in a near-by secure store. The academic may use a fixed data projector to display data via a video-socket or write on the whiteboard.
The “Boardroom Model” which resembles the “Cecil Scutt Model” but students sit around a large ‘boardroom’ table. Apart from the academic's computer, there is one other computer allowing a student to contribute or demonstrate to the class. Variations on this model has a very large table on which material may be spread out for joint work by groups, or on the other hand, students may be seated in a circle or in “school classroom” arrangements.
The “Open Plan Model” in which the capacity may be as high as 100, as students work in groups while one or more staff ciculate. Round tables are ideal, with maximum density being achieved with 5 students sharing a 1m diameter table. The staff member should have a minilectern or similar with installed computer and a fixed projector; a Smartboard is optional and in general a lapel-microphone and ceiling speakers will be required.
Designs shall be developed which meet the pedagogic requirements of at least one course perfectly, while conforming to the standards herein;
The following considerations will assist the designer in facilitating collaborative learning:
Light and Sound
Rooms must work without voice-amplification and allow the academic to work either from the front or walking around, so the rooms must be spacious and yet allow a voice to be easily heard. This requires priority to be given to acoustic design;
Projection systems must not rely on dimming of lights, so fenestration must ensure that ambient light levels are both ideal for interpersonal communication and adequate for video projection. Adjustment of venetian blinds in response to outside light variations is presumed;
Furniture Arrangement
Rooms should have a “wide” orientation, rather than a “long” orientation;
Ergonomic chairs on castors are preferred, but subject to advice from the Nominated User department, sturdier chairs may be necessary;
Furniture arrangements must allow the formation of groups of 4 to 8 as well as all-group discussion and in no case will it be admissible that a student has their back to another student while engaged in all-group discussion;
The degree of “polarisation” in the room design will depend on advice from the Nominated User Department. Other things being equal, the degree of polarisation should be minimal but not non-existent;
Whiteboards shall be provided in abundance; for example, 2- or 3-leaf double-hung boards at the front, over a projection space plus boards on all other walls for groups to utilise;
Computers
Where computers are installed they must be so located that they do not interrupt the student's line of sight to others or hide them from other students. In general much of the time students spend in a room will not involve using the computers, so the computers should be altogether unimposing and it is preferable to compromise the design in respect to keyboard and monitor use than to compromise the design with respect to interpersonal communication;
Either Macintoshes or PCs may be installed (not both), but where interfacing to third-party devices (such as electronic whiteboards) is required, PCs shall be used;
The use of radio-LAN should be considered as a network solution for future installations;
Floor boxes must be provided for power and network leads and these shall be lockable but are generally left un-locked;
AV Equipment
Projectors in most cases should be fixed and a bracket from the ceiling or fixed at a height of about 2000mm on a wall are preferred solutions;
A control system is not required for these spaces. Designers should rely on the internal controls of AV devices to ensure their safe use, and not overrisde these controls with external devices. Remote control modules or on-board controls are used for the operation of all AV equipment. Any removable items such as remote controls should be secured with light “fishing line” so placed that it may be easily operated and will not create a OH&S danger for tripping;
NB: The University recommends Electroboard's SmartBoard, Large size (1500mm wide) to be located with the top edge of the board 2100mm above floor level.
NB: The University recommends NetSupport School for the networking software.
Security
Due to the access to the University network and the amount of equipment in these spaces, the rooms must be secured. Currently the LEC-key is being fitted to room doors for this purpose, but consideration should be given to the use of swipe card access to rooms and all equipment. This is a preferred solution but implementation will be subject to budget constraints;
Where the design calls for portable equipment, the design must include adequate, convenient, secure storage for AV/IT equipment on the same floor and nearby. Surveillence cameras, magnetic library-tape on equipment or other such measures may be required;
4.18 Design Considerations for Specialised Laboratories
These projects are each unique. In general the need for adequate lighting will rule out the use of projection, but multiple video monitors may be used to display material to all parts of the lab. As many laboratories are large and noisy, PA may be required.
5 Electrical and Lighting Services
5.1 Energy Management Issues
The use of electrical power in Lecture Theatres is actively regulated to minimise energy consumption. Many power circuits, and all lighting circuits, are connected to the AV control system, which regulates service delivery based on input from a range of switches and sensors. Included in these is one or more ceiling mounted microwave sensors, which monitor room occupancy. Control software is programmed to ensure that lighting and power are shut down when the room is not occupied.
Selection of light fittings is an important factor in energy management. Directional tungsten filament down-lighting is necessary to provide good illumination when projection systems are in use. Fluorescent lighting is usually also available for use when projected displays are not required. All fluorescent fittings are dimmer controlled, and are fitted with Helvar electronic dimming ballasts.
5.2 Power Supply
Each Lecture Theatre should have a dedicated electrical distribution board, usually a sub-board fed from the main building supply. Requirements for individual circuits are quite high, therefore switch boards should be planned with generous capacity and wiring space. Adjacent wall area should be available for installation of dimming and power control equipment.
Most Lecture Theatre dimmers will require a 3 phase supply at up to 40 amps per phase. In some cases, smaller dimmers require a single phase supply at up to 40 amps capacity.
Some Lecture Theatres require a stabilised supply for power to demonstration and experimental equipment. In these cases the necessary equipment should be installed within the electrical or dimmer cupboard. Ventilation requirements must be adjusted to support the stabiliser operation. Lecture theatre power should be relatively clean and stable adjacent industrial operations must be treated sceptically, and supply planned so as to eliminate any chance for disturbance to theatre supply.
5.3 General Power Distribution Outlets
Each Lecture Theatre should be serviced by a generous provision of strategically placed general power outlets, positioned at or near skirting level, and wired to Australian standards. Power outlets fall into two categories, those of a general nature for cleaning services, demonstration equipment, etc. and power outlets connected to the lectern which are generally used to plugin overhead projectors. The latter type, labelled "OHP Power", require activation of the touch screen on the lectern in order to operate. Generally, one such power outlet is provided on the lectern carcass; at least two other "OHP Power" outlets will be required at the front of the theatre, either located on the floor adjacent to the OHP station or on the walls under the projection screens. The power outlets required for general purposes only will be distributed around the theatre and located no closer to the front than the first row of seats.
5.5 Provision of Auxiliary Sockets
At least one spare GPO must be provided in the audio-visual equipment rack.
An auxiliary audio-visual socket must be provided in bio-boxes where they are provided.
5.6 Specialist Power Requirements
The specialist power requirements for each space should be tabulated by the AV consultant, and then reviewed with the project electrical consultant for implementation. Specialist services are planned to allow for complete supply and installation of working systems by the electrical contractor, thus eliminating any service demarcation issues.
Earth leakage circuit breakers should be installed on circuits where user intervention with equipment is expected. Many circuits are switched or regulated by dedicated control units, which respond to requests from the AV control system. In this manner, power to say a slide projector is automatically turned on when required, and safely turned off at the completion of a presentation. The following table lists typical "special power" requirements for a medium sized Lecture Theatre.
| Ct # | APPLICATION | C/B | Control | Max Load | Phase |
| 1 | Slide projector power | ELB | PCU | 10 amp | Common |
| 2 | Overhead projector power | ELB | PCU | 10 amp | Any |
| 3 | Video projector power | ELB | none | 15 amp | Common |
| 4 | AV rack power | ELB | none | 15 amp | Common |
| 5 | Computer power#1 (lectern) | ELB | PCU | 15 amp | Common |
| 6 | Computer power #2 (lectern) | ELB | none | 15 amp | Common |
| 7 | General AV power (lectern) | ELB | PCU | 15 amp | Common |
| 8 | Motorised screen power | | MCU | 10 amp | Any |
| 9 | Motorised curtain power | | MCU | 10 amp | Any |
Legend:
ELB = earth leakage circuit breaker;
PCU = Power Control Unit (specified by AV consultant);
MCU = Motor Control Unit (specified by AV consultant);
Common / The common electrical phase chosen for all AV service supply.
5.7 Lighting Planning
Lecture theatres are lit by a combination of 240 volt tungsten filament downlighting and fluorescent light fittings. Lamp cost, lamp life and ease of replacement are all important factors in the selection of fittings. Typically, the University requires the use of conventional GLS downlight fittings in lowceiling spaces, and PAR lamp equipped fittings in areas with higher ceilings. The latter fitting is the preferred type. Fluorescent units are fitted with low brightness diffusers and Helvar electronic ballasts.
Light fittings are segmented into circuits which compliment the room functions. Up to twelve separate circuits may be required in an average Lecture Theatre. The drawing depicts a typical circuit arrangement marked on to a reflected ceiling plan.
Typical Lighting Layout
5.8 Lighting Control
Control of individual lighting circuits is achieved by multi-channel dimmer units, which use solid state devices to regulate the electrical waveform fed to the lamp. Some important characteristics required of the dimmer are as follows:
Minimal EMI & RFI emissions
Minimal acoustic emissions
Individual MCB for each output circuit
Local override control with push button operation
Remote control by RS.232 signal from the AV systems
Simple access to low voltage control terminations
Adequate separation between low and high voltage areas inside dimmer unit
Active mains supply waveform tracking and output compensation
Automatic reboot on powerup
Inbuilt surge limiters
Softstart switching
Halogen cleanup cycle for low voltage lighting
For heat dissipation purposed, dimmers must be surfacemounted, not recessed into wall cavities.
Consideration should be given for the installation of an hour-run meter where incandescent lamps are specified.
The dimmers are controlled by RS.232 commands generated in the AV control system, as a response to user input or time reference. See § 13.7 for details of programming. Multiple lighting "scenes" are created in the control software, and requested as required for different Lecture Theatre situations. Maximum lighting levels are regulated within the software, with lamp filaments protected through limiting of power levels, thus reducing operating costs. Gentle ramped activation from cold eliminates thermal shock, further extending lamp life. User interfaces to the lighting control system include simple push button panels located at entry doors. LED indicators provide status indication for users. Buttons provide direct access to on, off and preset dim lighting levels. The lighting systems are interfaced through software to the major operating states of the Lecture Theatre. For example, if a lecturer selects "VHS" from the list of media choices on the lectern control screen, the control system will automatically adjust the lighting circuits to provide optimum viewing conditions for the VHS videotape.
5.9 Specialist Lighting
In addition to the downlight and fluorescent fittings, certain specialist light fittings and circuits are usually required. The following list covers most possibilities, which do vary somewhat from theatre to theatre.
White board lighting. Usually directional fluorescent fittings designed to avoid glare.
Computer keyboard illumination. Close pattern spotlight illumination from the ceiling.
Aisle lighting. Low power tungsten filament indicator lamps fitted to the end of fixed seating rows. Aisle lighting recessed into the walls or stair tread sides may sometimes be necessary but should generally be avoided due to cost.
Slide projector cupboard service light
Lectern spotlights
Document spotlights
Larger theatres which are used regularly for public activities, seminars and conferences will also require additional spotlight circuits for flexible illumination of presentation zones, displays, committee tables and the like. Lighting must be planned so as to provide quality illumination of the subject, whilst protecting projection screens from unwanted wash or spill.
5.10 Lighting Maintenance Issues
Fluorescent fittings equipped with electronic ballasts (and connected to dimming control equipment), must be treated as systems, rather than individual fittings. Tube replacement should be undertaken on a "whole room" basis at periodic intervals, as demanded by effective tube life. University policy is to relamp each theatre during the summer semester break. Tubes should not be replaced on an individual basis, as new tubes will exhibit totally different dimming characteristics to aged tubes.
Fittings must be planned to allow simple replacement. In large theatres with high ceilings access is required above the ceiling on permanent catwalks.
5.11 Lighting for Small Presentation Spaces
Lighting for Small Presentation Spaces shall meet the same standards as Lecture Theatres, but integrated automatic control is not always required. However, the use of a control system operated by an electronic wall panel, benefits system maintenance and optimises user-control.
5.12 Lighting for Collaborative Learning Spaces
Lighting for Collaborative Learning Spaces must optimise conditions for interpersonal communication. Dimming for presentation shall not be required.
5.13 Lighting for Computer and Specialised Laboratories
Computer and specialised laboratories should provide for the presenter to be able to operate a dimmer so that the lighting level may be set according to conditions.
5.14 Performance Standards
The completed electronic systems will be completely free of short circuits, ground loops, hum, oscillation, feedback, excessive system noise, instability, RF interference and the like.
Completed video display systems shall provide stable images, without any visible detrimental artifacts, including noise bars, jitter, shake or ground loops. In each lighting regime, all areas of seating must receive an even level of lighting.
It is particularly important that wash of lighting onto the display surfaces be minimised in the lighting regime specified for AV use. The lighting system must not project artifacts or shadows on to the screens.
All systems shall perform smoothly, without detectable hesitation, mismatch of signal levels, or detectable degradation to image or sound.
In general the systems performance must match that of best operational practice in the audio and video broadcast industry.
After the completion of the control system programming and equipment commissioning, the AV contractor shall demonstrate the performance and function of all system components to the satisfaction of TSS and the consultant.
6 Mechanical Services
The designer should refer to the Standard Brief for Consultants sections on Mechanical Services for policy in regard to Heating, Ventilation and Air Conditioning, Energy Management and Building Controls. In general all mechanical services are controlled by the University's BAS (Building Automation System). Manual on/off control is available only on the mechanical services switchboard.
Where BAS is not available in a building, air conditioning, heating and ventilation should be electrically controlled using motion detectors (of a type agreed with the Engineering Services Manager), timers, clocks and space temperature sensors as appropriate, including preconditioning.
Lighting is not controlled by BAS, but is controlled by the user as a part of the AV controls. Full fresh air ventilation is preferred for Lecture Theatres, however fresh air damper open/close control may be fitted to allow preconditioning of the space to be executed in an energy efficient manner. Noise levels from mechanical equipment are to be kept to a minimum. In determining acceptable noise levels, designers should consider the following criteria:
NR 30 (Noise Rating)
Australian Standard AS 2107
Department of Housing and Construction
AIRAH Design Guide.
6.1 User input to HVAC Controls
The user call for ventilation is by means of motion detectors fitted in the theatre. The motion detector(s) provide an input to the AV control system, which in turn signals the BAS which controls the HVAC (Heating, Ventilation and Air Conditioning), taking a variety of factors into account. The user should not be required to operate the HVAC directly.
6.2 Fresh Air Supply
In larger theatres, consideration should be given to the fitting of variable speed fans, which allow for the air volume to be varied according to the level of occupancy.
7 Acoustics
All Teaching Spaces need to be designed for proper acoustic performance with use of appropriate materials to floors, walls and ceilings. Care should be taken by the designer to allow for features which will reduce noise penetration to and from the theatre to acceptable levels.
Speaking and listening are the single most important means of communication used in learning, so good acoustic design is of primary importance. Collaborative Learning Spaces, and in most cases, Small Presentation Spaces, should be designed for excellent voice communication without voice reinforcement. Where the size, shape or other features of the room make it impossible to achieve the highest standard, then voice-reinforcement should be added and the acoustic design adapted to suit voice-reinforcement.
7.1 Reverberation
The use of modern audiovisual equipment requires short reverberation times.
Midband reverberation times, measured as RT60, should be set at around 0.5 seconds for Lecture Theatres up to 150 seats; for larger theatres, slightly longer times are acceptable.
7.2 Ambient Noise
Ambient noise from mechanical systems and adjacent areas must be carefully controlled. Steady state noise levels should be limited to NR30, though this is often difficult to achieve.
7.3 Isolation
Effective isolation assists with reduction in ambient noise. STC ratings for walls and doors must be planned to support the NR30 objective defined above. Double sheet drywall construction is often required, and all barrier walls should extend slabtoslab in multi level buildings. Barrier treatments should not be contemplated unless accompanied by suitable mechanical noise reduction.
8 Safety and Security
The designer will need to be fully conversant with the Building Code of Australia requirements for Lecture Theatres in relation to the following items: aisle widths tiered row spacing distance of seats from an aisle escape routes and exit doors exit and emergency lighting a