Most pupils struggle to represent sound accurately.

Light, Sound and Waves

Misconception RESEARCH REVIEW

For example, some students will avoid using diagrams to represent sounds, some represent sound as single thing that travels from a source to a receiver e.g. as a single line.

Resources to Address This

  • Light rays but not sound rays (5-11)

    Ref - SPT HS02 TL08

    Sound does not travel in sharply defined beams. Instead it spreads much more as it goes – beams are very hard to maintain.  Don't use the idea of rays when describing sound.

    View Resource
  • Sounds travelling - not just filling (11-14)

    Ref - So01TL07

    Each time you talk about sound, try to emphasise the source–medium–detector model, making it the most natural thing in the world to look for paths along which the sound travels.

    View Resource

References

The following studies have documented this misconception:

  • Leccia, S., Colantonio, A., Puddu, E., Galano, S. & Testa, I. () Teaching about mechanical waves and sound with a tuning fork and the Sun. Physics Education, 50 (6) IOPP

    677-689.

    Review sheet

  • Eshacha, H. & Schwartzb, J. L. () Sound Stuff? Naïve materialism in middle-school students’ conceptions of sound ". International Journal of Science Education, 28 (7)

    733–764.

    Review sheet

ONLINE COMMUNITY FORUM

Have a Physics Teaching Question?

Want to ask it in a safe, friendly, knowledgeable environment? TalkPhysics is an online community for anyone involved in the teaching of pre-19 physics.

Visit TalkPhysics