The Doppler Effect (DP IB Physics: HL): Revision Note

Katie M

Written by: Katie M

Reviewed by: Caroline Carroll

Updated on

The Doppler Effect

  • When a source of sound, such as the whistle of a train or the siren of an ambulance, moves away from an observer:

    • It appears to decrease in frequency, i.e. it sounds lower in pitch

    • The source of the sound however, remains at a constant frequency

  • This frequency change due to the relative motion between a source of sound or light and an observer is known as the Doppler effect (or Doppler shift)

  • When the observer and the source of sound (e.g. ambulance siren) are both stationary:

    • The waves appear to remain at the same frequency for both the observer and the source

  • When the observer and the source of sound (e.g. ambulance siren) are moving relative to each other

    • The waves appear to have a different frequency for both the observer and the source

Doppler shift diagram 1

Stationary source and observer. The wavelength of the waves are the same for both observers

  • When the source starts to move towards the observer, the wavelength of the waves is shortened

    • The sound, therefore, appears at a higher frequency to the observer

doppler-shift-diagram-2-downloadable-as-and-a-level-physics-revision-notes

Moving source at speed vs and stationary observer. The waves are closer together closer near the stationary observer

  • Notice how the waves are closer together between the source and the observer compared to point P and the source

  • This also works if the source is moving away from the observer

    • If the observer was at point P instead, they would hear the sound at a lower frequency due to the wavelength of the waves broadening

  • The frequency is increased when the source is moving towards the observer

  • The frequency is decreased when the source is moving away from the observer

  • The same phenomena occurs for electromagnetic waves, such as light

  • Waves moving away from the observer are red-shifted

    • Their wavelengths shift to the red end of the electromagnetic spectrum

    • This is equivalent to sound waves appearing at a lower frequency to the observer

  • Waves moving towards the observer are blue-shifted

    • Their wavelengths shift to the blue end of the electromagnetic spectrum

    • This is equivalent to sound waves appearing at a higher frequency to the observer

  • This is because red light has a longer wavelength than blue light

Light Doppler Shift

Red shift and blue shift for electromagnetic waves

Worked Example

A cyclist rides a bike ringing their bell past a stationary observer.

Which row correctly describes the Doppler shift caused by the sound of the bell?

WE - Doppler shift for sound question image

Answer:  D

  • If the cyclist is riding past the observer, the wavelength of sound waves are going to become longer

    • This rules out options A and C

  • A longer wavelength means a lower frequency (from v = fλ)

  • Lower frequency creates a lower sound pitch

    • Therefore, the answer is row D

Examiner Tips and Tricks

The relationship between frequency and wavelength is determined by the wave equation, which is given in your data booklet. The speed v of the wave does not change.

Representing the Doppler Effect

  • Wavefront diagrams help visualise the Doppler effect for moving wave sources and stationary observers

doppler-effect

Wavefronts are even in a stationary object but are squashed in the direction of the moving wave source

  • Δλ is the change in wavelength

    • The bigger the change, the bigger the doppler shift

  • A moving object will cause the wavelength, λ, (and frequency) of the waves to change:

    • The wavelength of the waves in front of the source decreases (λ – Δλ) and the frequency increases

    • The wavelength behind the source increases (λ + Δλ) and the frequency decreases

  • The Doppler shift is observed by all waves including sound and light

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Katie M

Author: Katie M

Expertise: Curriculum Expert

Katie has always been passionate about the sciences, and completed a degree in Astrophysics at Sheffield University. She decided that she wanted to inspire other young people, so moved to Bristol to complete a PGCE in Secondary Science. She particularly loves creating fun and absorbing materials to help students achieve their exam potential.

Caroline Carroll

Reviewer: Caroline Carroll

Expertise: Head of Content Delivery

Caroline graduated from the University of Nottingham with a degree in Chemistry and Molecular Physics. She spent several years working as an Industrial Chemist in the automotive industry before retraining to teach. Caroline has over 12 years of experience teaching GCSE and A-level chemistry and physics. She is passionate about delivering high-quality resources to help students achieve their full potential.