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Waves & Sound

Standing Waves & Harmonics

Two waves, opposite directions, one string, and a pattern that heaves in place even though nothing has stopped travelling.

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Standing Waves & Harmonics

Two waves, opposite directions, one string, and a pattern that heaves in place even though nothing has stopped travelling.

35 min4 checkpoints9 simulation tasks

Introduction

Send a wave down a string tied at the far end and it comes straight back: two waves, opposite directions, one string.

Predict

Two identical waves travel along the same string in opposite directions and pass through each other. What happens to them?

Two waves, one string

Try it

Step the harmonic setting, then press Run to watch the string move.

GoalMake the string swing in three loops.

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Why the sum stops travelling

Add the two travelling waves and position and time come apart: y=2Asin⁡(kx)cos⁡(ωt)y = 2A\sin(kx)\cos(\omega t). Where sin⁡(kx)=0\sin(kx) = 0 the string never moves: those points are the nodes. Halfway between them it swings widest, to ±2A\pm 2A: the antinodes.


Try it

Each travelling wave has amplitude AA. Set AA, then run the string.

GoalThe antinode swings out to 16 mm.

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Practice

On the second harmonic, the node at the middle of the string never moves. Why not?

Try it

Change the harmonic so that every point between the two clamps moves.

GoalOnly the two clamps hold still.

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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:

L=nλ2,λn=2Ln,n=1,2,3,…L = n\frac{\lambda}{2}, \qquad \lambda_n = \frac{2L}{n}, \qquad n = 1, 2, 3, \dots

The medium fixes the speed and v=fλ\vel{v} = f\lambda, so each allowed wavelength comes with one allowed frequency:

fn=n v2L,v=Tμf_n = \frac{n\,\vel{v}}{2L}, \qquad \vel{v} = \sqrt{\frac{T}{\mu}}
Try it

This string is 1 m long and its wave speed is 200 m/s. Without changing the string, make it sound 300 Hz.

GoalMake the string sound 300 Hz.

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Try it

Now keep the first harmonic and change the length instead. Set it so the string sounds 125 Hz.

GoalMake the first harmonic sound 125 Hz.

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Louder is not higher

Predict

You pluck the same guitar string harder. What changes?

Try it

Pluck this string twice as hard: double the amplitude, and watch the frequency.

GoalDouble the amplitude.

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Try it

This string sounds 237 Hz on its third harmonic. Change the medium to raise it an octave, to 474 Hz, with the same pattern of loops.

GoalRaise the note an octave, to 474 Hz.

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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.


Try it

This 1.2 m pipe is open at both ends. Cap one end, then find the lowest note the pipe can sound.

GoalThe lowest note of the capped pipe.

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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:

L=(2n−1)λ4,f=(2n−1) v4LL = (2n-1)\frac{\lambda}{4}, \qquad f = \frac{(2n-1)\,\vel{v}}{4L}
Practice

A pipe open at both ends has a fundamental of 200 Hz. You cap one end. Which frequencies can it now sound?

Try it

This open pipe sounds 143 Hz. Without touching its length, make it play sharp: above 145 Hz.

GoalPush the note above 145 Hz.

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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”

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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.