The Mechanics of Hearing
43 Uses of Sound
Learning Objectives
Be able to describe at least 3 uses of sound.
Understand what sound waves are (pressure changes).
Know the relationship between everyday sound waves and atmospheric pressure (unit in Pascal).
People use sound for communicating, for monitoring their environment (is there a bus coming? are people in this room happy?), and for localizing objects. While our ability to point to the hidden source of a sound is not as precise as our ability to point to an object that we can see, we can hear in the dark and with our eyes closed and we can hear things behind us, so our ability to localize objects through hearing is very important to us. In later sections of this book, we’ll talk about why members of the Deaf community would object to the quotation from Helen Keller below. But we’ll also talk about the fact that loss of hearing, even in just one ear, can have a significant negative impact on a person’s educational goals (Gaberoglio, 2019).
“Blindness separates people from things;deafness separates people from people.”― Helen Keller
The physical phenomenon of sound is a disturbance of matter that is transmitted from its source outward. Hearing is the perception of sound, just as seeing is the perception of visible light. On the atomic scale, sound is a disturbance of atoms that is far more ordered than their thermal motions. In many instances, sound is a periodic wave, and the atoms undergo simple harmonic motion. Thus, sound waves can induce oscillations and resonance effects (Moebs et al., 2016).
For example, a speaker produces a sound wave by oscillating a cone, causing vibrations of air molecules. It vibrates at a constant frequency and amplitude, producing vibrations in the surrounding air molecules. As the speaker oscillates back and forth, it transfers energy to the air, mostly as thermal energy. But a small part of the speaker’s energy goes into compressing and expanding the surrounding air, creating slightly higher and lower local pressures. These compressions (high-pressure regions) and rarefactions (low-pressure regions) move out as longitudinal pressure waves having the same frequency as the speaker—they are the disturbance that is a sound wave. (Sound waves in air and most fluids are longitudinal, because fluids have almost no shear strength. In solids, sound waves can be both transverse and longitudinal.) (Moebs et al., 2014).
Sound waves are pressure changes, usually in air. Compression and rarefaction describe the regions of high and low pressure, respectively, that form when something vibrates and starts a sound wave. The pressure changes propagate (travel) at a rate of 340 m/s (1100 ft/s) in air; 1500 m/s in water.
The Pascal is the standard unit for pressure (force per area); for reference atmospheric pressure (at sea level) is 101 kPa. An express subway train generates pressures of ~2 Pa, and conversational speech generates sound waves with intensities of approximately 20 millipascals (mPa). So the sounds we hear are tiny modulations of the air pressure.
Now how do we interpret these pressure waves? Our auditory system converts pressure waves into meaningful sounds. This translates into our ability to locate sounds in nature, to appreciate the beauty of music, and to communicate with one another through spoken language.
CC LICENSED CONTENT, SHARED PREVIOUSLY
OpenStax University Physics Volume 1 Section 17.1 Sound Waves
Provided by: Rice University.
Access for free at https://openstax.org/books/university-physics-volume-1/pages/1-introduction
License: CC BY 4.0
OpenStax, Psychology Chapter 5.2 Waves and Wavelengths
Provided by: Rice University.
Download for free at: https://cnx.org/contents/Sr8Ev5Og@12.2:K-DZ-03P@12/5-1-Sensation-versus-Perception.
License: Creative Commons Attribution 4.0
Cheryl Olman PSY 3031 Detailed Outline
Provided by: University of Minnesota
Download for free at http://vision.psych.umn.edu/users/caolman/courses/PSY3031/
License of original source: CC Attribution 4.0
References:
Garberoglio, C.L., Palmer, J.L., Cawthon, S., & Sales, A. (2019). Deaf People and Educational Attainment in the United States: 2019. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Deaf Center on Postsecondary Outcomes.