Doppler Effect & Relative Motion — Practice · Grade 12 Science

Chapter: Waves, Sound & Optics

What this practice covers

By the end of Doppler Effect & Relative Motion you should be able to:

8 questions, numeric and written answer, each with a worked explanation.

Vocabulary used: Doppler shift, redshift.

Problem 1

500 Hz source approaches at 10 m/s; v=350 m/s. Find fobs.
Hints

Write the relationship first; substitute with consistent units.

Answer and explanation

514.71 Hz

500×350/340≈514.71.

Problem 2

Does source motion make sound travel faster through stationary air?
Answer and explanation

No; it changes front spacing, while medium properties largely determine speed.

Response criteria

  • State a scientifically accurate conclusion.
  • Show the calculation or mechanism that supports it.
  • Include units, conditions, or limits where relevant.

Problem 3

A 300 Hz source approaches at 20 m/s with sound speed 320 m/s. Find frequency for a stationary observer.
Hints

List the given quantities, select a relationship, and check units before substituting.

Answer and explanation

320 Hz

300×320/(320−20)=320.

Problem 4

Can the sound-source equation be used unchanged for starlight?
Answer and explanation

No. Light requires electromagnetic relativistic Doppler relationships.

Response criteria

  • State a scientifically accurate conclusion.
  • Show the calculation or mechanism that supports it.
  • Include units, conditions, or limits where relevant.

Problem 5

A 500 Hz source recedes at 34 m/s in the same model. Find received frequency. Show the reasoning, not just the conclusion.
Hints

The formula changes for moving observers or other geometries.

Answer and explanation

f'=500×340/(340+34)≈455 Hz.

Problem 6

Why should a sound Doppler formula not be copied unchanged for relativistic light?
Hints

State what the supplied observations or conditions establish, and separate that from any assumption.

Answer and explanation

Sound has a material medium and different source/observer roles; light requires the appropriate relativistic model.

Problem 7

Light needs a different relative-motion modelLight needs a different relative-motion modelFeatureSound modelLight modelReferenceMedium motion mattersVacuum c for inertialobserversApproach/recessionClassical velocity factorsRelativistic frequencyrelationAt high relativespeedCheck medium/shocksUse relativityDo not apply a sound denominator directly to vacuum light.
Original sound/light comparison; cosmological expansion requires an additional model beyond simple local recession.
Interpret the supplied visual. For longitudinal recession at 0.60c, what fraction of emitted frequency is received?
Answer and explanation

√(0.40/1.60)=0.50; the observed frequency is half under the stated inertial model.

Light in vacuum does not use a stationary air-like medium. Its relativistic Doppler shift depends on the observer–source geometry and consistent inertial-frame definitions. For longitudinal recession, fobs=femit√[(1−β)/(1+β)] with β=v/c. This differs from simply replacing sound speed by c in the moving-source formula. The low-speed approximations can be similar, but their underlying assumptions and behavior at high speed differ.

√(0.40/1.60)=0.50; the observed frequency is half under the stated inertial model.

Response criteria

  • Interpret labels, structures, axes, units and directions correctly.
  • Explain the physical or environmental relationship or mechanism.
  • Respect stated assumptions and distinguish observation from inference.

Problem 8

A 600 Hz source recedes at 30 m/s from a stationary observer in still air with sound speed 330 m/s. Find received frequency and compare with the approach case at the same speed.
Answer and explanation

Receding:600×330/360=550 Hz. Approaching:600×330/300=660 Hz. The shifts are not symmetric about 600 in this finite-speed source model.

Receding:600×330/360=550 Hz.

Approaching:600×330/300=660 Hz.

The shifts are not symmetric about 600 in this finite-speed source model.

Response criteria

  • Use the stated measurements or conditions, with correct units.
  • Connect the result to the physical or environmental mechanism or evidence relationship.
  • Identify the assumption, model limit or further evidence requested.

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