Stationary wavesEdexcel International A Level Physics: Revision notes
Section 1
What a stationary wave is
A stationary (standing) wave is formed when two progressive waves of the same frequency and similar amplitude, travelling in opposite directions, superpose. In practice the second wave is usually the first one reflected at a boundary, such as the fixed end of a string.
The result is a wave pattern that does not move along the string. Unlike a progressive wave, a stationary wave does not transfer energy along the medium.
Section 2
Nodes and antinodes
Nodes are points of zero amplitude, where the two waves always arrive in antiphase and cancel. Antinodes are points of maximum amplitude, where the two waves always arrive in phase and reinforce.
Adjacent nodes (or adjacent antinodes) are half a wavelength apart, so the distance between a node and the next antinode is a quarter of a wavelength. A string fixed at both ends must have a node at each end.
Adjacent nodes are λ/2 apart, not λ. Always double the node separation to find the wavelength.
Section 3
Modes of vibration on a string
For a string of length L fixed at both ends, a whole number of half-wavelengths must fit along it: L = nλ/2. The fundamental (first harmonic) has one antinode, so λ = 2L and f₁ = v/2L.
Higher harmonics have frequencies f = nf₁ with n antinodes: the second harmonic has two antinodes, λ = L, and twice the fundamental frequency. A string can only resonate at these frequencies.
Section 4
Speed of waves on a string
The speed of a transverse wave on a stretched string is v = √(T/μ), where T is the tension in newtons and μ is the mass per unit length in kg m⁻¹.
Worked example. A string has T = 36 N and μ = 4.0 × 10⁻⁴ kg m⁻¹, length 0.60 m. Then v = √(36 / 4.0 × 10⁻⁴) = 300 m s⁻¹. The fundamental has λ = 1.2 m, so f = 300 / 1.2 = 250 Hz.
Combining the equations gives f = (1/2L)√(T/μ): frequency rises with tension and falls with length and with mass per unit length.
Take the square root last. Quadrupling T only doubles v and the frequency.
Section 5
Core Practical 5: vibrating string
Set up a string with one end on a vibration generator driven by a signal generator, passing over a pulley with a hanging mass that provides the tension T = mg. Increase the frequency slowly until the string forms a single large loop with a node at each end: this is the fundamental.
Investigate one variable at a time: length (move the pulley or a bridge), tension (change the mass) and mass per unit length (use strings of different thickness, measuring μ by weighing a known length). Graphs of f against 1/L (gradient √(T/μ)/2) and f² against T (gradient 1/(4L²μ)) should be straight lines through the origin.
Find the frequency of maximum amplitude, and repeat it. Judging the exact peak by eye is the main source of uncertainty.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Stationary waves
- A student fixes one end of a long elastic cord to a wall and shakes the other end up and down. At one particular frequency a stationary wave appears on the cord, with the cord appearing still at certain points and vibrating with large amplitude at others.Explain how the stationary wave is formed on the cord.2 marks
- A guitar string of length 0.60 m and mass per unit length 4.0 × 10⁻⁴ kg m⁻¹ is fixed at both ends. It is held under a tension of 36 N and plucked so that it vibrates in its fundamental mode (one antinode).The guitarist tightens the string until the tension is 64 N. Calculate the new frequency of the fundamental mode.2 marks
- In Core Practical 5 a student investigates a string of length 0.80 m and mass per unit length 1.5 × 10⁻³ kg m⁻¹. One end is attached to a vibration generator connected to a signal generator. The string passes over a pulley, and a hanging mass at the other end provides the tension. The student takes g = 9.81 N kg⁻¹.Describe how the student can find the frequency of the fundamental stationary wave on the string.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).