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Sound Waves: Interference

Sound Waves: Interference

Sound waves can be modeled either as longitudinal waves, wherein the molecules of the medium oscillate around an equilibrium position, or as pressure waves. When two identical waves from the same source superimpose on each other, the combination of two crests or two troughs results in amplitude reinforcement known as constructive interference. If two identical waves, that are initially in phase, become out of phase because of different path lengths, the combination of crests with troughs...

Sound Waves: Resonance

Sound Waves: Resonance

Resonance is produced depending on the boundary conditions imposed on a wave. Resonance can be produced in a string under tension with symmetrical boundary conditions (i.e., has a node at each end). A node is defined as a fixed point where the string does not move. The symmetrical boundary conditions result in some frequencies resonating and producing standing waves, while other frequencies interfere destructively. Sound waves can resonate in a hollow tube, and the frequencies of the sound...

Sound Intensity Level

Sound Intensity Level

Humans perceive sound by hearing. The human ear helps sound waves reach the brain, which then interprets the waves and creates the perception of hearing. The loudness of the environment in which a person is located determines whether they can distinguish between different sound sources.
The human ear can perceive an extensive range of sound intensity, necessitating the use of the logarithmic scale to define a physical quantity—the intensity level. It is a ratio of two intensities and hence a...

Sound as Pressure Waves

Sound as Pressure Waves

Sound waves, which are longitudinal waves, can be modeled as the displacement amplitude varying as a function of the spatial and temporal coordinates. As a column of the medium is displaced, its successive columns are also displaced. As the successive displacements differ relatively, a pressure difference with the surrounding pressure is created. The gauge pressure varies across the medium.
The pressure fluctuation depends on the difference in displacements between the successive points in the...

Intensity and Pressure of Sound Waves

Intensity and Pressure of Sound Waves

The intensity of sound waves can be related to displacement and pressure amplitudes by using their wave expressions and the definition of intensity. The critical step to achieve this is to write the power delivered by the particles on the wave as the product of force and velocity and simplify the force per unit area as the pressure. The velocity of the medium's particles can be derived from the displacement.
Unlike the time average of a sinusoidal term, which is zero since it is positive and...

Perception of Sound Waves

Perception of Sound Waves

The human ear is not equally sensitive to all frequencies in the audible range. It may perceive sound waves with the same pressure but different frequencies as having different loudness. Moreover, the perception of sound waves depends on the health of an individual's ears, which decays with age. The health of one's ears may also be affected by regular exposure to loud noises.
The pitch of a sound depends on the frequency and the pressure amplitude of the source. Two sounds of the same frequency...

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An Automated System for Sound Localization Testing in Hearing-Impaired Listeners

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Published on: March 13, 2026

Creating an active-learning environment in an introductory acoustics course.

Tracianne B Neilsen¹, William J Strong, Brian E Anderson

¹Acoustics Research Group, Department of Physics and Astronomy, Brigham Young University, N283 ESC, Provo, Utah 84602, USA. tbn@byu.edu

The Journal of the Acoustical Society of America

|March 20, 2012

Summary

Traditional lectures are inefficient for introductory physics. Active learning strategies, focusing on student outcomes and engagement, significantly improve university-level acoustics courses and can be applied broadly in physics education.

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Area of Science:

Physics Education
Acoustics

Background:

Traditional lecture-style physics courses are suboptimal for university-level introductory science.
Current best practices advocate for active learning environments that center student participation.

Purpose of the Study:

To implement and evaluate modern teaching techniques in a long-standing introductory acoustics course.
To align student-based learning outcomes with course activities and assessments.

Main Methods:

Applied recommended active learning techniques to an established university acoustics course.
Restructured course components including class time, assessments, and out-of-class activities.
Focused on establishing clear, student-centered learning outcomes.

Main Results:

Significant improvements were made across multiple facets of the course.
The implementation enhanced student engagement and learning processes.
The modernized course structure provides a model for other institutions.

Conclusions:

Active learning strategies are effective in improving introductory physics education, specifically in acoustics.
The principles applied can guide the development of similar courses at various academic levels.
Modernizing physics courses enhances the student learning experience and outcomes.