Some students who know sound is carried through the air may describe sound as moving forward passed from one molecule to another molecule
Misconception
Diagnostic Resources
The following worksheets may help to identify whether students hold this particular misconception.
For more information, see the University of York BEST website.
Resources to Address This
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Sounds - groups of particles moving to and fro (5-11)
Ref - SPT HS02 TL03
The challenge here is for pupils to come to recognise and to understand the scientific view of what sound is: the disturbance created by the source, which travels out through the surrounding medium. The disturbance itself consists of successive regions of high and low-density air created by the forwards and backwards motion of millions of air particles. No to and fro motion – no sound.
View Resource -
How are we able to hear? (11-14)
Ref - SPT So01 PN02
What sound is
As the disturbance of high and low-density regions travels out through the air, each block of air moves backwards and forwards following the motion of the loudspeaker cone. .... Each block of air moves backwards and forwards. It is not the case that the block of air that starts directly in front of the loudspeaker cone ends up at your ear. The sound travels through the air but the air itself simply moves backwards and forwards.
View Resource
References
The following studies have documented this misconception:
- Mazens, K. & Lautrey, J. () Conceptual change in physics: children’s naive representations of sound Cognitive Development 18
159–176
doi:10.1016/S0885-2014(03)00018-2 - Iliaki, G., Velentzas, A., Michailidi, E. & Stavrou, D. () Exploring the music: a teaching-learning sequenceabout sound in authentic settings Research in Science & Technological Education Routledge
- Hernandez, M. I., Couso, D. & Pinto, R. () The Analysis of Students’ Conceptions as a Support for Designinga Teaching/Learning Sequence on the Acoustic Propertiesof Materials J Sci Educ Technol 21
702–712
- M. Wittmann, R.N. Steinberg & E. F. Redish () Understanding and affecting student reasoning about sound waves International Journal of Science Education 25 8
991-1013
http://dx.doi.org/10.1080/09500690305024 - 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
- Caleon, I. & Subramaniam, R. () Development and Application of a Three‐Tier Diagnostic Test to Assess Secondary Students’ Understanding of Waves International Journal of Science Education 32 7
939-961
- Hrepic, Z., Zollman, D. and Rebello, N.S. () Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change Physical Review Special Topics - Physics Education Research 6 020114
- Houle, M.E. and Barnett, G.M. () Students’ Conceptions of Sound Waves Resulting from the Enactment of a New Technology-Enhanced Inquiry-Based Curriculum on Urban Bird Communication Journal of Science Education Technology 17
242-251
- Pejuan, A., Bohigas, X., Jaen, X. and Periago, C. () Misconceptions about sound among engineering students J Sci Educ Technol 21
669-685
- West, E. and Wallin, A. () Students' Learning of a Generalised Theory of Sound Transmission from a Teaching-learning sequence about sound, hearing and health. International Journal of Science Education 35 6 Sweden
980-1011
- Linder, C. J. () University physics students’ conceptualizations of factors affecting the speed of sound propagation International Journal of Science Education 15 6 South Africa
655-662