In simple terms
A friendly intro before the formal notes — no formulas yet.
The Sound of Motion
When a source moves towards you the waves in front of it get squashed together, so you hear a higher pitch. When it moves away the waves stretch out and the pitch drops. The source itself never changes what it emits — only what you receive changes.
Stand by a road as an ambulance races past with its siren on. You hear a high 'neeee' as it approaches and a lower 'yooow' the instant it passes and pulls away. The siren's own note is completely constant; the drop you hear is entirely due to the ambulance's motion relative to your ears squeezing then stretching the sound waves.
- 1
Decide who is moving: the source of the wave, the observer, or both.
- 2
Decide the direction: are the source and observer getting closer together or further apart?
- 3
Pick the matching formula — moving-source formula for a moving source, moving-observer formula for a moving observer.
- 4
Choose the sign so the physics is right: approaching must give a higher observed frequency, receding a lower one. Substitute and solve.
Explore the concept
Use the live diagram, PhET or GeoGebra sim, and synced steps — play it, drag controls, or tap a step.
Step 1
Decide who is moving: the source of the wave, the observer, or both.
Key formulas
Tap any symbol to reveal exactly what it means and its units.
Full topic notes
Formal explanation with the rigour you need for the exam.
What the Doppler effect is
The Doppler effect is the change in the frequency and wavelength that an observer measures whenever there is relative motion between the observer and the source of a wave. The crucial word is observer: the source keeps emitting exactly the same frequency the whole time. What changes is what reaches the observer. To see why, picture the wavefronts — the crests — spreading out from the source.
If the source is stationary, the wavefronts are evenly spaced circles and every observer measures the emitted frequency. Now let the source move. In the time between emitting one crest and the next, the source has itself moved forward. So each new crest is emitted a little closer to the crest ahead of it: the wavefronts bunch up in front of the source and spread out behind it. An observer standing in front receives crests that are closer together — a shorter wavelength — and, because the wave speed in the medium is unchanged, means a shorter wavelength is a higher frequency. An observer behind receives stretched-out crests: a longer wavelength and a lower frequency.
Approaching: wavefronts compressed → shorter observed wavelength → higher observed frequency (higher pitch).
Receding: wavefronts stretched → longer observed wavelength → lower observed frequency (lower pitch).
The emitted frequency never changes — only the observed frequency does.
The effect depends on relative motion, so it appears whether the source moves, the observer moves, or both.
Case 1: a moving source of sound
Take a source emitting frequency and moving at speed through still air, with a stationary observer listening. The speed of sound is . Because the source moves between emissions, it is the wavelength itself that is altered, and the source speed appears in the denominator of the observed-frequency formula.
Use (minus) when the source moves towards the observer: the smaller denominator makes .
Use (plus) when the source moves away from the observer: the larger denominator makes .
is the speed of sound; is the speed of the source. The source speed lives in the denominator.
Case 2: a moving observer of sound
Now keep the source fixed and let the observer move at speed . The wavefronts in the air are evenly spaced — the source is not moving, so the wavelength is unchanged. What changes is how quickly the observer sweeps through those crests. Move towards the source and you meet crests more often (higher frequency); move away and you meet them less often (lower frequency). Because it is the rate of arrival that changes, the observer speed appears in the numerator.
Use (plus) when the observer moves towards the source: the larger numerator makes .
Use (minus) when the observer moves away from the source: the smaller numerator makes .
The signs look opposite to the moving-source case, but they encode the same fact: approaching raises the observed frequency.
The Doppler effect for light
Light shows a Doppler effect too, but the reasoning is different because light needs no medium and travels at the same speed for every inertial observer — so only the relative motion of source and observer matters, not their motion through any 'air'. When a light source moves away, the observed wavelength is stretched towards the red end of the spectrum: a red shift. When it moves towards us, the wavelength is squeezed towards the blue end: a blue shift. For relative speeds far below the speed of light () the size of the shift is given by a simple approximation.
is the relative radial speed of source and observer; is the speed of light.
Red shift (, longer wavelength) → source receding. Nearly all distant galaxies are red-shifted.
Blue shift (, shorter wavelength) → source approaching, e.g. the Andromeda galaxy.
Astronomers measure a known spectral line's shift to find how fast a galaxy is receding — key evidence for the expanding universe.
Common mistakes examiners penalise
Saying the source frequency changes — it does not. The emitted frequency is constant; only the OBSERVED frequency changes. Write 'observed frequency' explicitly.
Getting the approach/recede direction backwards — approaching always raises the observed frequency, receding always lowers it. Sanity-check every numerical answer against this before moving on.
Putting the speed in the wrong place — a moving source's speed goes in the DENOMINATOR, a moving observer's speed goes in the NUMERATOR. Swapping them is a classic lost mark.
Guessing the sign instead of reasoning it — do not memorise '+ = towards'. Choose the sign that makes an approaching case come out higher; the sign genuinely differs between the source and observer formulae.
Calling a longer-wavelength shift a blue shift — longer wavelength is RED shift (receding); shorter wavelength is BLUE shift (approaching). Mixing these reverses the astronomy conclusion.
Using the sound formulae for light (or vice versa) — light uses and depends only on relative speed; the sound formulae need the wave speed of the medium.
Dropping units or over-rounding mid-calculation — carry extra figures through, round only the final answer, and always attach the correct unit (Hz, m s⁻¹, etc.).
Model answer — marked the way our engine marks it
In Paper 2 the marks are analytic: each is tied to a specific line of working — a method mark (M) or an answer mark (A) — and error-carried-forward (ECF) means a wrong number early on does not have to cost you the marks that follow. But that protection only exists if your method is written down. Study how each mark below is earned by a specific line, especially the choice of sign, which examiners award as its own method mark.
Where this leads
The Doppler effect ties the wave behaviour of this option back to motion and to astrophysics. The same wavefront picture explains police speed guns and weather radar, where a reflected wave is Doppler-shifted twice. The light version underpins the evidence for an expanding universe and, at HL, connects to the quantitative treatment of red shift and cosmology. Master the habit here — name the case, write the formula, justify the sign, show every line — and the reasoning transfers directly to those later topics.
Worked examples
See the formulas applied — reveal one step at a time, like the exam.
A train sounds a whistle of constant frequency 480 Hz and moves along a straight track at 34 m s⁻¹. A stationary observer stands beside the track. The speed of sound in air is 340 m s⁻¹. Calculate the frequency heard (a) as the train approaches and (b) after it has passed and is receding. [4]
- 1
Identify the case. The source (train) moves, the observer is still → moving-source formula, source speed in the denominator.
A stationary loudspeaker emits a steady tone of 500 Hz. A cyclist rides directly towards the loudspeaker at 8.0 m s⁻¹. The speed of sound in air is 340 m s⁻¹. Calculate the frequency the cyclist hears. [3]
- 1
Identify the case. The observer (cyclist) moves, the source is still → moving-observer formula, observer speed in the numerator.
In the spectrum of a distant galaxy, a hydrogen line with a laboratory (rest) wavelength of 656.3 nm is observed at 674.0 nm. Taking m s⁻¹, (a) state whether the galaxy is approaching or receding and (b) calculate its speed relative to Earth. [3]
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(a) The observed wavelength (674.0 nm) is LONGER than the rest wavelength (656.3 nm), so the light is red-shifted. The galaxy is receding. [reasoning mark within the working]
An ambulance siren emits a constant frequency of 800 Hz and moves directly towards a stationary observer at 30 m s⁻¹. Calculate the frequency heard by the observer. (Speed of sound in air = 340 m s⁻¹.) [3]
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Model answer — full working.
How it all connects
The big idea sits in the middle — tap a linked idea to explore the link.
Tap a linked idea to see how it connects back to the main topic — that connection is what examiners reward.
Glossary
Try to recall each definition before you reveal it.
Quick check
Answer in your head first — then tap to check. No pressure.
Revision flashcards
Flip the card. Test yourself before the exam.
The Doppler effect
The change in the frequency (and wavelength) measured by an observer when there is relative motion between the observer and the wave source. It is the OBSERVED frequency that changes, not the emitted one.
Key takeaways
Review these before you close the topic — retrieval beats re-reading.
- ✓
Approaching: wavefronts compressed → shorter observed wavelength → higher observed frequency (higher pitch).
- ✓
Receding: wavefronts stretched → longer observed wavelength → lower observed frequency (lower pitch).
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The emitted frequency never changes — only the observed frequency does.
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The effect depends on relative motion, so it appears whether the source moves, the observer moves, or both.
Practice — then mark it
The whole point: a real Cambridge question, marked mark-by-mark.
Get a Paper 2 calculation marked: solve a Doppler problem with full working
Get a Paper 2 calculation marked: solve a Doppler problem with full working
Extra simulations & links
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Frequently asked
Checkpoint
One marked question is worth ten re-reads — close the loop before you move on.
Reading it isn’t knowing it — prove it.
Before you move on: do Get a Paper 2 calculation marked: solve a Doppler problem with full working on paper, snap a photo, and get examiner-style feedback on exactly where you win and lose marks.