Standing Waves & Harmonics
Two waves, opposite directions, one string, and a pattern that heaves in place even though nothing has stopped travelling.
Introduction
Send a wave down a string tied at the far end and it comes straight back: two waves, opposite directions, one string.
Two identical waves travel along the same string in opposite directions and pass through each other. What happens to them?
Two waves, one string
Why the sum stops travelling
Add the two travelling waves and position and time come apart: . Where the string never moves: those points are the nodes. Halfway between them it swings widest, to : the antinodes.
On the second harmonic, the node at the middle of the string never moves. Why not?
Fitting a wave into a fixed length
The clamps force a node at each end, so only wavelengths that put a whole number of half-wavelengths between them fit:
The medium fixes the speed and , so each allowed wavelength comes with one allowed frequency:
Louder is not higher
You pluck the same guitar string harder. What changes?
Pipes
An organ pipe does the same with air. At a closed end the air cannot move through the wall: a displacement node. At an open end it sloshes freely in and out: an antinode. In a pipe the curve is a graph: the air moves along the pipe, and the curve draws that displacement sideways.
A pipe closed at one end needs a node there and an antinode at the open end, so it fits odd numbers of quarter-wavelengths:
A pipe open at both ends has a fundamental of 200 Hz. You cap one end. Which frequencies can it now sound?
What comes next
You made a string swing in loops, tuned it by its length and by its tension, and capped a pipe. Two waves in one place added to a pattern that stands still. That was a special case: identical waves, opposite directions. Next the two waves have slightly different frequencies, and instead of a pattern fixed in space we get one that pulses in time: beats.
Ideas this lesson took on
Each of these is a common intuition the lesson put to the test. If one still feels right, the section that tests it is worth another look.
- “Two waves meeting cancel out and the string goes still”
- “Something must be holding a node in place”
- “A standing wave is a wave that has stopped”
- “Plucking harder raises the pitch”
Finished with this lesson?
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Research behind this lesson
- Caleon & Subramaniam 2010: Adding a confidence tier to a content-plus-reason diagnostic separates genuine alternative conceptions from lucky guesses: among 243 students tested after instruction, eleven alternative conceptions about waves were expressed with confidence by more than 10% of them, four of those with high confidence.
- Kryjevskaia et al. 2012: Studying periodic waves crossing a boundary between two media, the authors found many students treat v = fλ as a mathematical identity to be rearranged and do not recognise how wavelength, frequency and propagation speed can be manipulated independently in an experiment.
- Tongchai et al. 2009: The Mechanical Waves Conceptual Survey: 22 multiple-choice items covering propagation, superposition, reflection and standing waves, whose distractors were built from students' own open-ended answers and follow-up interviews rather than invented to look plausible.
- Tongchai et al. 2011: Across 902 students in seven groups, from high school to second-year university, wrong answers about wave propagation were not careless slips: students applied a small number of identifiable alternative conceptual models with high consistency from question to question.
- Wittmann et al. 1999: Students reason about a wave pulse as if it were an object, giving it the properties of a thrown ball, expecting the medium to travel with the disturbance.